Biennial report of the Superintendent of Public Instruction of North Carolina to Governor ..., for the scholastic years ...

PART I.
BIENNIAL REPORT
SUPERINTENDENT OF PUBLIC INSTRUCTION.
TEXT BOOK LAW.
AN ACT TO ESTABLISH A TEXT-BOOK COMMISSION.
The General Assembly of North Carolina do enact:
Section 1. That the State Board of Education shall be and is
hereby constituted a State Text-Book Commission, whose duty it is
to select and adopt a uniform series or system of text-books for use
in the public schools in the State of North Carolina
Sec. 2. That said Commission is hereby authorized, empowered and
directed to select and adopt a uniform system or series of text-books
for use in the public schools of the State, as above indicated, and
when so selected and adopted, the text-books shall be used for a
period of five years, in all the public schools of this State, and it
shall not be lawful for any school officer, director or teacher, to use
any other books upon the same branches, other than those adopted
by said State Text-Book Commission. Said uniform series shall in-clude
the following branches, to-wit: Orthography, defining, read-ing,
writing, drawing, arithmetic, geography, grammar, language les-sons,
history of North Carolina, containing the Constitution of the
State; history of the United States, containing the Constitution of the
United States; physiology, hygiene, nature and effect of alcoholic
drinks, and narcotics, elements of civil government, elements of
agriculture, theory and practice of teaching: Provided, that none of
said text-books shall contain anything of a partisan or sectarian
character.
Sec. 3. It shall be the duty of the Governor to appoint a sub-com-mission
of not less than five, nor more than ten, to be selected from
among the teachers, or city or county superintendents, actually en-gaged
in the school business in this State: Provided, that not more
than two of these shall be taken from and Congressional District, to
whom shall be referred all books sent to the State Text-Book Com-mission
as specimen copies or samples, upon which bids are to be
based, and it shall be the duty of said sub-commission, in executive
session, to examine and report upon the merits of the books, irrespec-tive
of the price, taking into consideration the subject-matter of the
books, their printing, their material, and their mechanical qualities,
6 Biennial Report of the
and their general suitability and desirability for the purposes for
which they are desired and intended.
Sec. 4. That it shall further be the duty of said sub-commission to
report to the Commission at such time as said Commission shall
direct, arranging each book in its class, or division, and reporting
them in the order of their merit, pointing out the merits and de-merits
of each book, and indicating what book they recommend for
adoption first, what book is their second choice, and their third
choice, and so on, pursuing this plan with the books submitted upon
each branch of study, and if said sub-commission shall consider dif-ferent
books upon the same subject, or of the same class or division
of approximately even merit, all things being considered, tney shall
so report, and if they consider that any of the books offered are of
such a class as to make them inferior and not worthy of adoption,
they shall, in their report, so designate such books, and in said report
they shall make such recommendations and suggestions to the Com-mission
as they shall deem advisable and proper to make. Said re-port
shall be kept secret and sealed up, and delivered to the secretary
of the Commission, and said report shall not be opened by any mem-ber
of the Commission until the Commission shall meet in executive
session to open and consider the bids, or proposals, of publishers, or
others, desiring to have books adopted by said Commission.
Sec. 5. That each member of said sub-commission, before entering
upon the discharge of his duties, shall take and subscribe an oath to
act honestly, conscientiously, and faithfully, and that he is not now,
and has not within two years prior to his appointment, been agent or
attorney, or in the employment of, or interested in, any book, or pub-lishing
house, concern, or corporation, making, or proposing to make,
bids for the sale of books, pursuant to the provisions of this act; and
that he will examine an books submitted carefully and faithfully,
and make true report thereon, as herein directed and prescribed.
Said oath shall be filed in the office of the Secretary of State.
Sec. 6. That said Text-Book Commission shall hear and consider
said report in its selection and adoption of a uniform series of text-books,
and shall also, themselves, consider the merits of the books,
taking into consideration their subject-matter, the printing, binding,
material, and mechanical quality, and their general suitability and
desirability for the purposes intendeu, and the price of said books,
and they shall give due consideration to the report and recommenda-tion
of said sub-commission. Said Commission shall select and adopt
such books as will, in their best judgment, accomplish the ends de-sired;
and they are hereby authorized and directed, in case any book
or books are deemed by them suitable for adoption, and more de-sirable
than other books, or book, of the same class, or division, sub-mitted,
and they further consider the price at which sucn book, or
books, are offered to be unreasonably high, and that it should be of-
Superintendent of Public Instruction. 7
ferecl at a smaller price, to immediately notify the publisher of such
books, or book, of their decision and request such reduction in price
as they deem reasonable or just, and if they and such publishers shall
agree on a price they may adopt this book, or books, but if not, they
shall use their own sound judgment and discretion whether they
will adopt that or the book, or books, deemed by them the next best
in the list submitted. And when* said Text-Book Commission shall
have finished with the report of said sub-commission, the said report
shall be filed and preserved in the office of the State Superintendent
of Public Instruction, and shall be open at all times for public in-spection.
Sec. 7. That said Text-Book Commission shall, immediately after
the passage of this act, meet and organize, the Governor being ex
officio President of the Commission, and the Superintendent of Public
Instruction its Secretary. As soon as practicable, not later than
thirty days after its organization, the Commission shall advertise ill
such manner, and for such a length of time, and at such places as
may be deemed advisable, that at a time and place fixed definitely in
said advertisement sealed bids, or proposals, will be received from
the publishers of school text-books for furnishing books to the public
schools in the State of North Carolina, through agencies established
by said publishers in several counties, and places in counties in the
State, as may be provided for in such regulations as said Commission
may adopt and prescribe. The bids, or proposals, to be for furnish-ing
the books for a period of five years, and no longer, and that no
bid for a longer period will be considered. Said bid, or bids, shall
state specifically and definitely the price at which book, or books, are
to be furnished, and shall be accompanied by ten or more specimen
copies of eacn and every book proposed to be furnished, and it shall
be required of each bidder to deposit with the Treasurer or the State
a sum of money, such as the Commission may require, not less than
$500, or more than $2,500, according to t>.e number of books each bid-der
may propose to supply, and notice shall further be given in said
advertisement that such deposits shall be forfeited absolutely to the
State if the bidder making the deposit of any sum shall fail or refuse
to make and execute such contract and bond, as is hereinafter re-quired,
within such time as the Commission shall require, which time
shall also be stated in said advertisement. All bids shall be sealed
and deposited with the Secretary of State, to be by him delivered to
the Commission when they are in executive session, for the purpose
of considering the same, when they shall be opened in the presence of
the Commission.
Sec. 8. That it shall be the duty of the said Text-Book Commission
to meet at the time and place designated in such notice, or advertise-ment,
and take out the sample, or specimen, copies submitted, upon
8 Biennial Report of the
which the bids are based, and refer and submit them to the sub-com-mission,
as provided for and directed in section 3 of this act, with in-structions
to the said sub-commission to report back to them, at a
time specified, with their report, classification and recommendation,
as provided in sections 3 and 4. When the said report is submitted
it shall be the duty of the said Text-Book Commission to meet in ex-ecutive
session to open and examine all sealed proposals submitted
and received in pursuance of the notice, or advertisement, provided
for in section 7 of this act. It shall be the duty of said Commission
to examine and consider carefully all such bids, or proposals, together
with the report and recommendation of the sub-commission, and de-termine
in the manner provided in section 6 of this act what book, or
books, upon the branch hereinabove mentioned, shall be selected for
adoption, taking into consideration the size, quality as to the sub-ject-
matter, material, printing, binding, and the mechanical execu-tion,
and price, and the general suitability for the purpose desired
and intended: Provided, however, that all books selected or adopted
shall be written or printed in English. After their selection or adop-tion
shall have been made, the said Commission shall, by registered
letter, notify the publishers, or proposers, to whom the contracts
have been awarded, and it shall be the duty of the Attorney-General
of the State to prepare the said contract, or contracts, in accordance
with the terms, or provisions, of this act, and the said contract shall
be executed by the Governor and the Secretary of State, and the seal
of the State attached upon the part of the State jof North Carolina,
and the said contract shall be executed in triplicate, one copy to be
kept by the contractor, one copy to be kept by the secretary of the
Text-Book Commission, and one copy to be filed in the office of the
Secretary of State. At the time of the execution of the contract
aforesaid, the contractor shall enter into a bond in the sum of not
less than ten thousand dollars, payable to the State of North Caro-lina,
the amount of said bond, within said limits, to be fixed by said
Commission, conditioned for the faithful, honest and exact perform-ance
of this contract, and shall further provide for the payment of
reasonable attorney's fees in case of recovery in any suit upon the
same, with three or more good and solvent sureties, actual citizens
and residents of the State of North Carolina, or any guaranty com-pany
authorized to do business in the State of North Carolina, may
become the surety on the said bond; and it shall be the duty of the
Attorney-General to prepare and approve said bond: Provided, how-ever,
that said bond shall not be exhausted by a single recovery, but
may be sued on from time to time until the full amount thereof shall
be recovered, and the said Commission may, at any time, by giving
thirty days' notice, require additional security or additional bond.
And when any firm person or corporation shall have been awarded a
Superintendent of Public Instruction. 9
contract, and submitted therewith the bond as required hereunder,
the Commission, through its Secretary, shall so inform the Treasurer
of the State, and it shall then b3 the duty of tha Treasurer to return
to such contractor the cash deposit made by him, and the said Com-mission,
through its Secretary, shall inform the Treasurer of the
names of such unsuccessful bidders, or proposers, and the Treasurer
shall; upon the receipt of this notice, return to them the amount de-posited
by them in cash at the time of the submission of their bids.
But should any person, firm, or company, or corporation fail, or re-fuse,
to execute a contract, and submit therewith his bond as re-quired
by this act, within thirty days of the awarding of the contract
to him, and the mailing of the registered letter containing the no-tice:
Provided, the mailing of the registered letter snail be suffi-cient
evidence that the notice was given and received, the said cash
deposit shall be deemed and is hereby declared forfeited to the State
of North Carolina, and it shall be the duty of the Treasurer to place
such cash deposit in the treasury of the State to the credit of the
school fund: And provided further, that any recovery had on any
bond given by any contractor shall inure to the benefit of the school
fund in the State and counties, and when collected shall be placed in
the treasury of the school fund.
Sec. 9. That the books furnished under any contract shall, at all
times during the existence of the contract, be equal to, in all respects,
the specimen, or sample, copies furnished with the bid, ana it shall
be the duty of the Secretary of State to carefully preserve in his
office, as the standard of quality and excellence to be maintained in
such books during the continuance of such contracts, the specimen, or
sample, copies of all bo;oks which have been the basis of any con-tract,
together with the original bid, or proposal. It shall be the
duty of all contractors to print plainly on the back of each book the
contract price, as well as the exchange price at which it, is agreed to
be furnished, but the books submitted as sample, or specimen copies,
with the original bid shall not have the price printed on them before
they are submitted to the sub-commission. And the said Text-Book
Commission shall not, in any case, contract with any person, pub-lisher,
or publishers, for the use of any book, or books, which are to
be, or shall be, sold to patrons for use in any public school in the
State, at above, or in excess of, the price at which such book, or
books, are furnished by said person, publisher, or publishers, under
contract to any State, county or school district in the United States,
under like conditions as those prevailing in this State and under this
act. And it shall be stipulated in each contract that the contractor
has never furnished, and is not now furnishing, under contract, any
State, county or school district in the United States, where like con-ditions
prevail as are prevailing in this State, and under this act. the
10 Biennial Report of the
same book, or books, as are embraced in said contract at a price below
or less than price stipulated in said contract, and the said Commis-sion
is hereby authorized and directed, at any time that they may
find that any book, or books, have been sold at a lower price under
contract to any State, county or school district aforesaid, to sue upon
the bond of said contractor and recover the difference between the
contract and the lower price for which they find the book, or books,
have been sold. And in case any contractor shall fail to execute
specifically the terms and provisions of his contract, said Commis-sion
is hereby authorized, empowered and directed to bring suit upon
the bond of such contractor for the recovery of any and all damages,
the suit to be in the name of the State of North Carolina, and the
recovery for the benefit of the public school fund. But nothing in
this act shall be construed so as to prevent said Commission and any
contractor agreeing thereto from in any manner changing or altering
any contract: Provided, four members of the Commission shall
agree to the change, and think it advisable and for the best interest
of the public schools of this State.
Sec. 10. That it shall always be a part of the terms and conditions
of every contract made in pursuance of this act, that the State of
North Carolina shall not be liable to any contractor in any manner
for any sum whatever, but all such contractors shall receive their
pay, or consideration, in compensation solely and exclusively derived
from the proceeds of the sale of books as provided for in this act:
Provided further, that the Commission shall stipulate in the contraci
for the supplying of any book, or books, as herein provided, that the
contractor, or contractors, shall take up school books now in use in
this State and receive the same in exchange of new books, allowing a
price for such old books not less than fifty per cent of the contract
price of the new books. And each person or publisher, making a bid
for the supplying of any book, or books, hereunder, shall state in
such bid, or proposal, the exchange price at which such book, or
books, shall be furnished.
Sec. 11. That the Text-Book Commission shall have and reserve
the right to reject any and all bids, or proposals, if they shall be of
opinion that any or all should, for any reason, be rejected. And in
case they fail from among the bids, or proposals submitted, to select
or adopt any book, or books, from any of the branches mentioned in
section 2 of this act, they may re-advertise for sealed bids, or pro-posals,
under the same terms and conditions as before, and proceed
in their investigations in all respects as they did in the first instance,
and as required by the terms and provisions of this act, or they may
advertise for sealed bids, or proposals, from authors, or publishers, of
text-books, who have manuscripts of books not yet published, for
prices at which they will publish and furnish in book form such man-
Superintendent of Public Instruction. 11
uscripts for use in the public schools in North Carolina, proceeding in
like manner as before: And provided further, the State itself shall
not, under any circumstances, enter into any contract binding it to
pay for the publication of any book, or books, but in the contract with
the owner of the manuscript it shall be provided that he shall pay the
compensation to the publisher for the publication and putting in book
form the manuscript, together with the cost and expenses of copy-righting
the same: And provided further, that in all cases bids, or
proposals, shall be accompanied with a cash deposit of from $500 to
$2,500, as the Commission may direct, and as provided in section 7 of
this act. And it is further expressly provided, that any person, firm
or corporation now doing business, or proposing to do business, in the
State of North Carolina, shall have' the right to bid for the contract
to be awarded hereunder in manner as follows: In response to tL
advertisement, when made as hereinbefore provided, said person,
firms or corporations may submit the written bid, or bids, to edit, or
have edited, published and supplied for use in the public schools in
this State any book, or books, provided for hereunder: Provided,
that instead of filing with the said bids, or proposals, a sample or
specimen, of copy of each book proposed to be furnished, he may ex-hibit
to the Commission in manuscript, or printed form, the matter
proposed to be incorporated in any book, together with such a de-scription
and illustration of the form and style thereof, as will be
fully intelligible and satisfactory to the said Commission, or he may
submit a book, or books, the equal of which in every way they pro-pose
to furnish; and he shall accompany his bids, or proposals, with
cash deposit hereinbefore provided: Provided, that all books and
manuscripts shall be examined and reported upon by said sub-com-mission
provided for in section 3 of this act.
Sec. 12. That as soon as said Commission shall have entered into a
contract, or contracts, for the furnishing, or supplying, of books for
use in the public schools in this State, it shall be the duty of the
Governor to issue his proclamation announcing such fact to the peo-ple
of the State.
Sec. 13. That there shall be maintained in each county in the State,
provided the Commission shall deem it advisable, and so demand, not
less than one, or more than six, agencies for the distribution of the
books to the patrons, or the contractor shall be permitted to make
arrangements with merchants, or others, for the handling and distri-bution
of the books, and parties living in the county where no agency
has been established, or no arrangement made for distribution, may
order the same from one of the contractors, and it shall be the duty
of the contractor, or contractors, to deliver any book, or books, so
ordered, to the person ordering, to his post-office address, freight, ex-press,
postage, or other charges, prepaid, at the retail contract price:
12 Biennial Report of the
Provided, the price of the book, or books, so ordered shall be paid in
advance. All books shall be sold to the consumer at the retail con-tract
price, and on each book shall be printed the following: "The
price fixed hereon is fixed by State contract, and any deviation there-from
shall be reported to your County Superintendent of Public In-struction,
or the State Superintendent at Raleigh." And it is ex-pressly
provided that should any party contracting to furnish books,
as provided for in this act, fail to furnish them, or otherwise breach
his contract, in addition to the right of the State to sue on the bond
hereinabove required, the chairman of the County Board of Educa-tion,
or any member of said Board of Education, may sue in the
name of the State of North Carolina, in the courts of the State of
North Carolina having jurisdiction, and recover on the bond given by
the contractor the full value of the books so failed to be furnished,
for the use and benefit of the school fund of the county: Provided,
that in all cases service of process may be had and deemed sufficient
on any agent of the contractor in the county, or if no agent is in the
county, then service of any depository, and this service shall be, and
stand in the place of service on the defendant contractor.
Sec. 14. That said Commission may, from time to time, make any
necessary regulations not contrary to the provisions of this act, to
secure the prompt distribution of the books herein provided for, and
the prompt and faithful performance of all contracts, and it is espe-cially
now provided that said Commission shall maintain its organi-zation
during the five years of the continuance of the contract, and
after the expiration of the same to re-advertise for new bids, or pro-posals,
as required by this act, in the first instance, and enter into
such other contracts as they may deem best for the interest of the
patrons of the public schools of the State: Provided, any contract
entered into, or renev ed, shall be for the term of five years.
Sec. 15. That as soon as practicable after the adoption provided for
in this act, the Scute Superintendent shall issue a circular letter to
each County Superintendent in the State, and to such others as he
may desire to send it, which letter shall contain the list of books
adopted, the prices, location of agencies, and method of distribution,
a^d such other information as he may deem necessary.
Sec. 16. That as soon after the passage of this act as may be prac-ticable,
and the Commission shall deem advisable, the books adopted
as a uniform system of text-books shall be introduced and used as
text-books, to the exclusion of all others in all the public free schools
in the State: Provided, that nothing herein shall be so construed
as to prevent the use of supplementary books, but such supplement-ary
books shall not be used to the exclusion of the books prescribed,
or adopted, under the provisions of this act: And provided further,
that nothing in this act shall prevent the teaching in any school any
SUPERINTENDENT OF PUBLIC INSTRUCTION. 13
branch higher, or more advanced, than is embraced in section 2 of
this act, nor the use of any book upon such higher branch of study:
Provided, that such higher branch shall not be taught to the ex-clusion
of the branches mentioned and set out in section 2 of this act.
Sec. 17. That nothing herein shall be construed to prevent or pro-hibit
the patrons of the public schools throughout the State from pro-curing
books in the usual way, in case no contract shall be made, or
the contractor fails, or refuses, to furnish the books provided for in
this act at the time required for their use in the respective schools.
Sec. 18. That any teacher who shall wilfully use, or permit to be
used, in his or her school, any text-book upon the branches embraced
in this act where the Commission has adopted a book upon that
branch, other than the one so adopted, the County Board of Educa-tion
shall discharge and cancel the certificate of said teacher, or
school superintendent: Provided, that they may use, or permit to be
used, such book, or books, as may now be owned by the pupils of the
school, until such books are worn out, not exceeding one year from
date of adoption.
Sec. 19. That any dealer, clerk, or agent, who shall sell any book
for a greater price than the contract price shall be guilty of a mis-demeanor,
and upon conviction shall be punished by a fine not ex-ceeding
$50.00.
Sec. 20. That said Text-Book Commission shall serve without com-pensation,
and members of the sub-commission actually serving shall
be paid a per diem of four dollars per day, during the time that they
are actually engaged, not to exceed thirty days, and in addition shall
be repaid all money actually expended by them in the payment of
necessary expenses, to be paid out of the public school fund, and they
shall make out and swear to an itemized statement of such expenses.
Sec. 21. That all laws and clauses of laws in conflict with this act
be and the same are hereby repealed.
Sec. 22. That this act shall be in force from and after its ratifica-tion.
In the General Assembly read three times, and ratified this the 8th
day of February, A. D. 1901.
14 Biennial Report of the
SUB TEXT-BOOK COMMISSION.
In compliance with the Text-Book Law, Section 3, Gov-emor
Charles B. Aycoek appointed the following teachers
and superintendents to constitute the Sub Text-Book Commis-sion,
to examine and report upon the merits of text-books
submitted to them
:
Prof. J. Y. Joyxer. CJitiirnuin , Professor English Liter-ature,
Normal and Industrial College, Greensboro, 1ST. C.
Prof. J. L. Kesler, Secretary, Professor of Chemistry,
Baptist Female University, Raleigh, X. C.
Hox. J. C. Scarborough, Superintendent of Hertford
County, Murfreesboro, X. C.
Prof. J. D. Hodges, Superintendent of Davie County,
Augusta, X. C.
Hox. J. A. Butler, Superintendent of Iredell County,
Statesville, X. C.
Prof. C. C. Wright, Superintendent of Wilkes County,
AVilkesboro, X. C.
W. L. Carmichael, Superintendent of Transylvania Coun-ty,
Brevard, N. C.
Prof. J. I. Foust, Superintendent of City Schools, Golds-boro,
X. C.
Prof R. L. Flowers, Professor of Mathematics, Trinity
( 'ollege, Durham, X. C.
Rev. C. G. Vardell, President of Female Seminary, Red
Springs, X. C.
The Sub-Commission met in the Capitol Building April
. ., 1901, and, after a careful examination of all the books
submitted to them, made the following report on May 1,
1901
:
Superintendent of Public Instruction. 15
REPORT OF SUB-COMMISSION.
To the State Text-Book Commission:
Having completed the examination of all text-books submitted to
us, using our utmost ability to discover and recommend to you only
the best books, because, in our opinion, an inferior book is dear at
any price, and having considered in detail the merits and demerits of
every book submitted, in accordance with the letter and spirit of the
law and of our oaths "to examine and report upon the merits of the
books, irrespective of the price, taking into consideration the subject-matter
of the books, their printing, their material, and their mechan-ical
qualities and their general suitability and desirability for the
purposes for which they are desired and intended," we beg leave to
submit the following:
SPELLING.
1. We recommend as our first choice, Common School Speller, com-plete,
Branson, published by B. F. Johnson Pub. Co. The press work,
type, paper and binding are all good. In this book the words have
been carefully selected and furnish a good vocabulary for. the student
mastering them. The arrangement of these words is good, being
based on sound phonic principles, introducing the short vowel sounds
before the long ones. We commend the arrangement according to
subjects; also, the marking of silent letters and the key to the pro-nunciation
of difficult words.
2. Harrington's Spelling Book, complete, American Book Co., is our
second choice. This is a good book, but neither in its mechanical
make-up, plan or execution of plan is it so satisfactory as our first
choice.
3. Word by Word, Stickney, Ginn & Co., is our third choice. This
book is in two volumes. The words of this book are neither so well
graded nor so well arranged as those of the two preceding, and proba-bly
savors a little too much of the primer.
We commend all of the above books, and recommend them in the
above order.
4. The action of the sub-commission being unanimous in regard to
these three books as superior to all others submitted, we include in a
fourth class the following. These contain many excellencies, but are
not so well suited to our schools as the three designated; we there-fore
include in this fourth class:
The Progressive Speller—D. C. Heath & Co.
The Practical Speller—D. C. Heath & Co.
Penniman's New Practical Speller—D. C. Heath & Co.
Normal Course in Spelling—Silver, Burdett & Co.
Reed's Word Lessons—Maynard, Merrill & Co.
16 Biennial Report of the
Practical Speller and Definer—D. C. Heath & Co.
Merrill's Speller—Maynard, Merrill & Co.
Benedict's Primary and Advanced Speller—R. L. Myers & Co.
The Student's Standard Speller—Potter & Putnam.
English Words as Spoken and Written—Globe School Book Co.
C. G. Vardell. C. C. Weight.
Jas. A. Butler. J. I. Foust.
J. Y. Joyner. John C. Scarborough.
J. L. Kesler. W. L. Carmichael.
R. L. Flowers. J. D. Hodges.
REPORT ON DEFINING.
Webster's and Worcester's Dictionaries are before the sub-commis-sion.
Both of these are most excellent books. As our first choice we
name Webster.
C. 0- Vardell. C. C. Wright.
Jas. A. Butler. J. I. Foust.
J. Y. Joyner, John C. Scarborough.
J. L. Kesler. W. L. Carmichael.
R. L. Flowers. J. D. Hodges.
READERS.
Stepping Stones to Literature—Silver, Burdett & Co.
We have examined very carefully all Readers submitted, and un-hesitatingly
pronounce Stepping Stones to Literature our first choice.
Our reasons for this conclusion are set forth below.
MECHANICAL QUALITIES.
In order to decide the relative merits of the different series with
reference to mechanical qualities, we made a thorough investigation
of the following points: (1) Press-work, (2) binding, (3) illustra-tions,
(4) quality of paper, (5) general appearance of the books. As
a result of this investigation we find that we can commend very
highly several of the series submitted, but we are of the opinion that
Stepping Stones to Liteature and Cyr's Readers are superior to all
others and may be ranked in the same class, the former, however,
being considered preferable.
SUBJECT-MATTER OF THE BOOKS.
A careful examination of the subject-matter of the series convinced
us that it is almost an ideal one for our schools, and a comparison
with the other series submitted showed that it was, in our judgment,
Superintendent of Public Instruction. 17
much superior to all othors. The reasons for this conclusion are set
forth in the following:
(1) The books are well graded. New and difficult words are intro-duced
in such proportion and manner as to enable the children to
keep pace with the progress of the book.
After examining carefully the words in the First Reader of this
series, we were convinced that they are well chosen, and are such as
the child can very easily comprehend. A comparison of these words
one by one with the words of other First Readers demonstrated, in
our judgment, that the First Reader of Stepping Stones to Litera-ture
was, with possibly one exception, superior to all others.
(2) The selections are well adapted to the understanding, and be-long
to the class which the experience of the world pronounces best
suited to hold the interest of children. (See First Reader, pages
101, 105 and 125.)
(3) These books are fashioned after a definite plan. The enthusi-asm
and interest aroused in one lesson will be an aid in teaching the
next. This result can not be obtained unless there is a unity con-necting
the different sub-divisions of the book. The feature men-tioned
is not so noticeably true in any other series. The subject
chosen is consistently worked out before proceeding to another. As
an example of this, see First Reader, pages 38-52, 53-66, 69-86. etc.
The other readers of the series will sustain this point if they are
carefully examined.
(4) Nearly every selection is a recognized literary masterpiece.
By placing these' in the hands of our children we shall furnish them
with a very respectable library of the best productions of our greatest
prose and poetry writers. These selections are not "scrappy," but
there is always a sufficient amount chosen from each writer to make
the production stand out as a whole. In many readers there are so
many writers and subjects introduced that the student becomes con-fused,
and hence can not feel with assurance that he has obtained
anything from his study. We respectfully suggest that your Com-mission
make a comparison from this standpoint of Stepping Stones
to Literature with any or all other readers. As to the excellence of
literary rendering of the same or kindred pieces, compare Stepping
Stones. Second Book, page 18, with Graded Literature Readers.
See book, page 7; Johnson's Second Reader, page 27; Normal Course,
Second Book, page 128, and New Era, page 91. Also, compare Step-ping
Stones. Second Reader, page 37, with Graded Literature Read-ers,
Second Book, page 15; Stepping Stones, Second Book, page
137, with Holmes' Second Book, page 80, etc.
(5) The books will arouse and maintain the interest of the child.
The lessons are correlated to the peculiar nature, to the interests, the
emotions, and the sympathies of children. There is no strained at-
18 Biennial Report of the
tempt at the mechanical correlation of subjects. While this latter
may be important, the child must be recognized as the central object
in this work.
(6) The books can be obtained either as a five (5) book series,
suited to the peculiar conditions of our country schools, or in an
eight-book series.
(7) We also call your attention to the fact that the books are fur-nished
either in cloth or boards, there being no difference in the two
sets except in the binding. This is a decided advantage.
(8) The arrangement of the words for spelling lessons is good.
At the beginning or end of each lesson we find a list containing all
new' words which are used in the reading matter. Besides this there
are lists of words arranged, at intervals, in the lower books, accord-ing
to form and sound, for special drill in spelling.
(9) We consider these books admirably adapted to use in our
country schools where very little real literature is found. They can
have no other effect than that of producing a desire to read the best,
and to know more of the writers who have expressed their thoughts
so beautifully.
In conclusion, we desire to say that it nas never been our privilege
to examine a more admirable set of books. While other good readers
have been submitted to and examined by us, we believe a mistake
would be made if our children are not given the inspiration which
would follow the reading of such books, and hence we earnestly com-mend
them to you as our first choice.
GRADED LITERATURE READERS.
Mechanical Outlines.
As to mechanical qualities, we examined these books in the same
manner as indicated above, and find them first-class in every respect.
Subject-Matter.
This is a good, strong series of readers in almost every point men-tioned
above. In literary finish they will not measure up to "Step-ping
Stones to Literature." We are of the opinion, also, that they
will not prove so interesting to the children. The plan is not so defi-nite
and well wrought o^t. We recommend them as second choice.
CYR'S READERS.
In mechanical qualities these rank among the first. Binding,
printing, etc., are all that could be desired. While they are admirable
as to subject-matter, they are not so well adapted to the conditions of
our ordinary school;?. For example, in the Second Reader we find
biographies of Longfellow and Whittier. These are well rendered,
but we doubt whether they could be successfully used where there is
no library. This series is our third choice.
Superintendent of Public Instruction. 10
baldwin's readers by grades.
These are good readers. They will rank in the first class when
paper, binding, etc., are considered. We consider them about equal to
the Graded Literature Readers in subject-matter. The readers are,
however, especially designed for use in our city schools where there
is an abundance of supplementary reading. We place these in the
fourth class.
In the fifth class we put the following readers, with the suggestion
that your Commission do not adopt them for use in our schools. (We
have endeavored to arrange them in order of merit)
:
1. The Stickney Readers.
There is no special feature in these books. They are weak, lacking
the vigor found in many of the other readers. The lack of definite
plan is evident.
These books are not attractive. The illustrations are poorly exe-cuted,
many of the pictures being blurred. The choice of selections
is good, but they are in many cases awkwardly rendered and loosely
graded. The series as a whole shows much haste in preparation.
There are some commendable features. The suggestions and aids for
language work, arrangement of words, phonetically, are endorsed by
us. We do not believe the binding would prove durable. The body
of the book breaks away easily from the back.
2. Normal course in Reading.
The mechanical construction of this series is all that could be
desired.
The most serious defect is in the selection of material, not interest-ing,
and will not lay so sure a foundation for literary culture as
many other books submitted. In working out the subjects chosen,
this series is not the equal of many others.
- 3. Holmes' Readers.
There is no objection to mechanical construction. The selections
in the first books are not such as will appeal to the children. The
rendering of these selections is far inferior to that found in many of
the readers submitted. We respectfully suggest that your Commis-sion
compare these readers with those contained in our first list in
order to convince yourselves on this point. We do not find any unity
of purpose connecting the different lessons nor the different books of
tne series. Compare lessons LIX, LV, LVI, etc., of the First Reader.
There are so many different subjects and different authors introduced
as to render the books "scrappy." The grading of the First Reader,
so far as the words are concerned, is excellent, but in thought it is
very poor.
20 Biennial Report of the
3. McGuffey's Readers.
New Era Readers.
Brumbough's Readers.
These we place in the last division of those readers which we class
as undesirable. The selections are not of the best. They lack defi-nite
plan in thought development. From the literary standpoint
they rank very low.
PRIMERS.
It is the unanimous recommendation of the sub-commission that a
Primer be adopted to be used in schools where one is desired.
Moses' First Reader, by B. F. Johnson & Co., is recommended as
our first choice.
The other Primers substituted are not recommended, and are ar-ranged
in order of merit:
1. Beginner's Reader—D. C. Heath & Co.
2. Wheeler's Primer—W. H. Wheeler & Co.
3. Johnson's Primer—B. F. Johnson Company.
4. Werner Primer—Werner School Book Company.
5. Vertical Script Primer—Potter, Putnam & Co.
C. G. Vaedell. J. D. Hodges.
Jas. A. Butler. J- Y. Joyner.
J. L. Kesler. R- L- Flowers.
J. I. Foust.
MINORITY REPORT ON READERS.
We, the undersigned members of the Sub-Commission on Text-
Books, find ourselves differing in judgment as to the best readers for
use in our public schools, from the majority of our associates. We
submit this as our minority report on readers.
We are clearly of the opinion that Holmes' Series of Readers is the
best offered for our consideration. We consider that we need not
multiply words in very great numbers in expressing our views on this
subject.
There is much said by many people about modern education and
modern methods in education, and the word modern is dwelt upon
with great emphasis, as if to be modern was to be necessarily the
best; and modern, by some, is used as an exact synonym of excellent.
As a matter of fact, the only new idea in the last decade or more
accepted with reference to reading taught the first and second years,
is that reading should be closely correlated with the other studies of
the children, or other subjects related to reading should be taught at
the same time and along with the reading. This modern idea, if in-
Superintendent of Public Instruction. 21
deed it is modern (the writer of this was taught sentence-making and
writing of sentences years ago along with First and Second Reader
work, by a Yankee from Connecticut, who lived in the South for
many years, and died in Johnston County, North Carolina, a few
years ago), is well brought out and provided for in Holmes' Series of
Readers. They have been kept abreast of the times by careful re-vision
by practical educators, as far as this and other methods, that
are accepted by first-rate, conservative educators, are concerned. This
tendency to "correlation" in all proper ways and to the comprehen-sion
of children, reading in First Reader work, has been well looked
after and provided for in Holmes' Series of Readers for primary
work.
Another modern maxim, so-called, was heard by the writer twenty-five
years (.a quarter of a century) ago—"Children learn to do by do-ing."
To this careful attention has been given in Holmes' First
Reader. We refer to the book and ask a careful examination of it
in proof of what we say.
It is also careful about the explanation of new words, in meaning,
etc.. before using them. And careful effort has been made not to
present long sentences, or sentences of unusual construction as
wholes to children, but to so present them in parts as to relieve the
child from difficulty and halting in repeating such sentences as
wholes. Advantage has been taken of the fact that a large per-centage
of English words falls under phonic laws. Special effort is
made through this fact to teach the child proper pronunciation and
to give the child the ability to work out for himself the proper
"voice" of a word, and the correct spelling of words. This sub-com-mission
has unanimously recommended Moses' First Reader as a
Primer, because of its phonic emphasis as much as anything else
about it. It has also recommended Branson's Speller, because of its
closely following Webster's Spelling Book in its phonic methods.
Holmes' Readers are based on the same principles of our language.
But we can not enumerate all the features of excellence accepted by
wise, modern, conservative educators. The First Reader, in brief,
embodies the wisest devices in method and the permanent results of
experience. It is neither a fossil nor an experiment.. We urge it on
its merits. It is, in our judgment, the best book on the subject, and
should be kept on our list. It is admitted that it is the best graded
of all the First Readers submitted to us; that it has fewer words not
easily got by the child; that it. has more words easily got by the
child, as compared with "Stepping Stones to Literature;" and is
placed in first rank as to binding, and that it contains no words not
found in the vocabulary of the child.
The Second Reader follows the First in its excellence, and the first
principles of composition are taught. The use of script in the lower
22 Biennial Report of the
readers is an excellent feature. The selections are interesting and at
the same time instructive. All through the series the hand of a wise
master is apparent, and the safe, wise and progressive mind of a
first-class education shines out all through from beginning to end of
the entire series.
The selections for the higher readers, Fifth, specially, are well
chosen, of wide range of subjects and authors, and from all sections.
The South is not ignored, but is placed alongside of all other sec-tions.
The books are broad and national and patriotic. We ask a com-parison
of these with other readers fairly made on merit and not on
powers, ruffles and frills. We believe we are right. We have decided
convictions about the whole subject, which we can not surrender.
We have had long and varied experience in public school work. We
know our people of all classes, and think we know something of their
needs and necessities. We ask a fair, calm and impartial considera-tion
of the books, and of our position about this matter. On their
merit they are entitled, in our judgment, to be placed on our list,
where they have had their growth. They have been in the schools of
North Carolina for twenty years or more. They have been kept up
to date in their make-up, plans and methods. Our schools are already
uniformed with them. Our people have them in their homes. We
think, on their merits, in subject-matter, printing, material, binding
and mechanical qualities, that they are eminently suitable and de-sirable
for use in our schools.
We recommend Johnson's Series of Readers as our second choice
for our schools.
Respectfully submitted,
John C. Scarborough,
W. L. Carmichael.
C. C. Wright.
WRITING.
There are two systems of writing—the Vertical and the Slant
—
submitted to us for examination. It is our opinion that both sys-tems
should be adopted, giving to teachers the opportunity to use the
system which they prefer. We make two recommendations, and
make our report on both systems.
VERTICAL SYSTEM.
1. Spencerian Penmanship—American Book Company.
In our opinion this is an excellent series. It is somewhat of a
combination of a Vertical and the Slant systems. It avoids the angu-
Superintendent 'of Public Instruction. 23
larity of one and the roundness of the other. The letters are easily
made, and are very legible. Children having used one system may
readily become proficient in the other. This combination makes a
system well adapted to business purposes.
2. Natural System of Vertical Writing—D. C. Heath & Co.
3. Normal Revised System—Silver, Burdett & Co.
4. Merrill s Vertical Penmanship—Maynard, Merrill & Co.
5. Merrill's Modern Penmanship—Maynard, Merrill & Co.
6. Johnson's Progressive Vertical Writing—B. F. Johnson Co.
7. New Era System of Vertical Writing^—Eaton & Co.
8. Rapid Business System of Vertical Writing—B. F. Johnson Co.
9. Standard Vertical Writing—Christopher Sower Co.
10. Barnes's National Vertical Penmanship—American Book Co.
11. New Ideal Copy Books—R. L. Myers & Co.
12. Bowen's Practical System of Vertical Writing—Globe School
Book Co.
We recommend the series as follows:
First Choice—No 1.
Second Choice (equal merit)—Nos. 2, 3, 4.
Third Choice—Nos. 5, 6, 7, 8, 9, 10, 11, 12.
SLANT SYSTEM.
1. Smithdeal's Practical and Progressive Writing Books—B. F.
Johnson & Co.
This series is a very good one. It is very legible and easily exe-cuted.
We consider this a suitable series for use in the public
schools.
2. Harper's Copy Books—American Book Co.
3. Spencerian System of Penmanship—American Book Co.
4. Popular System of Penmanship—Christopher Sower Co.
5. Barnes's Natural Slant Penmanship—American Book Co.
We maice the following recommeudations:
First Choice—No. 1.
Second Choice (equal merit)—Nos. 2 and 3.
Third Choice (equal merit)—Nos. 4 and 5.
C. G. Vardell. Jas. A. Butler.
J. I. Foust. C. C. Wright.
J. D. Hodges. John C. Scarborough.
J. Y. Joyner. W. L. Carmichael.
R. L. Flowers. J. L. Kesler.
24 Biennial Report-of the
DRAWING.
The following t^ries of drawing books were submitted:
The Normal Drawing Course, by Silver, Burdett & Co.
Eclectic System of Industrial, Free-hand and Mechanical Drawing,
by The American Book Company.
New Short Course in Drawing, by D. C. Heath & Co.
We recommend as our first choice "The Normal Drawing Course,'
by Silver Burdett & Co.
The other two series are recommended as being of approximately
equal merit.
C. G. Vardell. J. L. Kesler.
J. I. Foust. J. D. Hodges.
W. L. Carmichael. C. C. Weight.
J. Y. Joynee. John C. Scarborough.
R. L. Flowers. Jas. A. Butler.
ARITHMETIC.
The recommendations in regard to Mathematics given below were
all unanimous, with the exception that in the first series recom-mended
Messrs. Scarborough, Carmichael and Wright recommended
that Sanford's Intermediate and Common School Arithmetics be
adopted for use between Milne's Elements of Arithmetic and Milne's
btandard Arithmetic, making a four-book series. In the opinion of
the other members of the sub-commission this would be unwise, be-cause,
in their judgment, all the work necessary to be taken is in-cluded
in the two-book series.
It was the unanimous opinion of the sub-commission that a Mental
Arithmetic be adopted as supplementary. It was the opinion of the
sub-commission, also, that with the exception mentioned above, a two-book
course was sufficient, and the arithmetics are recommended in
two-book series.
The books submitted are as follows:
1. Milne's Elements of Arithmetic—American Book Company.
Milne's Standard Arithmetic—American Book Company.
The two books form an excellent series. The methods employed in
the development of the different subjects conform to the most modern
ideas of teaching arithmetic. In the Elements of Arithmetic the de-velopment
of the idea of number is good. The inductive plan is used
to great advantage. Combinations of numbers is treated very care-fully
before beginning analysis. The explanations are all clear and
concise. The child is led by "natural, progressive steps to a thorough
Superintendent of Public Instruction. 25
understanding of the definitions, principles, processes and rules be-fore
he is required to state them." This we consider to be the test to
be applied to all arithmetics.
By this means definitions and rules signify something to the child,
for he has already grasped the ideas which they are intended to con-vey.
Too much importance can not be attached to the method which
leads a child to investigate and understand, and not to rely on follow-ing
blindly a rule which he has memorized, but does not understand.
This series is well graded. The "order and arrangement of the sub-jects,
though they are in some respects a departure from that usually
given," are excellent. Two ideas are combined—one, development of
the reasoning powers, and the other, skill in computation.
In almost every respect this series is an ideal one, and is unani-mously
recommended as our first choice.
2. Colaw & Ellwood's Primary Arithmetic—B. F. Johnson 6 Co.
Oolaw & Elwood's School Arithmetic—B. F. .Johnson & Co.
The criticism of Milne's Series would in the main apply to this
series, though we do not think that in every respect Colaw & El-wood's
equals Milne's. In the Primary Arithmetic we thinK that it
does not progress as rapidly as Milne's Elements. The School Arith-metic
has many excellent points, and the series as a whole is a good
one. Applying the same test as outlined in the criticism of Milne's
Series, we unanimously recommend this as our second choice.
3. WentworWs Elementary Arithmetic—Ginn & Co.
Wenticorth's Practical Arithmetic—Ginn & Co.
Judged by the same standards applied to the two series above, we
consider this a good series. The Elementary Arithmetic is an excel-lent
one. The excellent qualities ascribed to Milne's Elements of
Arithmetic may be applied to this. \Ve do not, however, consider the
Practical Arithmetic the equal of Milne's Standard, and as a series we
unanimously recommend this as our third choice.
The illustrations in the Primary are not good, and the mechanical
make-up of the series is much inferior to that of any of the series
recommended. The order of arrangement of subjects is considered
not equal to that of the best series.
It is believed by the undersigned that there is absolutely no place
for these books between Milne's Elements and Milne's Standard
Arithmetics; that both overlapping in the same grade of work the
uniformity of text-books would be seriously interfered with, San-ford's
being used in some schools and Milne's in others, involving
unavoidable complications.
4. Sutton & KimbrougWs Lower Arithmetic—D. C. Heath & Co.
Sutton & Kimbrough's Higher Arithmetic—D. C. Heath & Co.
This series has no features that especially commend themselves
to us.
26 Biennial Report of the
5. Brooks' Normal Rudiments of Arithmetic—Christopher Sower Co.
Brooks' Normal Standard of Arithmetic—Christopher Sower Co.
We consider the Rudiments much superior to the Standard, but as a
series not up to the best.
6. Cook <G Cropsey's Elementary Arithmetic—Silver, Burdett & Co.
Cook & Cropsey's Advanced Arithmetic—Silver, Burdett & Co.
7. YenaUe's New Elementary Arithmetic—University Pub. Co.
VenaUe's New Practical Arithmetic—University Pub. Co.
8. Hall's Elementary Arithmetic—Werner School Book Co.
Hall's Complete Arithmetic—Werner School Book Co.
Hall's Primer Arithmetic—Werner School Book Co.
9. Carr's Primary Arithmetic—B. F. Johnson & Co.
Carr's Advanced Arithmetic—B. F. Johnson & Co.
Not at all suited to our schools.
10. Noble's Essentials of Arithmetic—B. F. Johnson & Co.
The manuscript of this work was presented to the Commission
with a few advanced pages of the book, showing the style of the
page,.type, binding, etc.
The book is of a primary grade, and does not include enough for
the Common School Course. We have no higher book submitted
which we can recommend as a sequel. For this reason we do not be-lieve
its merits with this disadvantage entitle it to a place in the
recommended list, since we have other complete series.
CENTAL ARITHMETIC.
As stated in the beginning of this report, the sub-commission recom-mends
that a Mental Arithmetic be adopted as supplementary. Some
teachers prefer to use a Mental Arithmetic in addition to the regular
series.
We recommend as our first choice Milne's Mental Arithmetic, by
American Book Company.
The other books submitted are arranged in order of merit, but
without recommendation.
1. Weidenheimer's Mental Arithmetic—R. L. Myers.
2. Lipinncott's Mental Arithmetic—J .B. Lippincott Co.
3. Ranb's Mental Arithmetic—Werner Book Co.
4. Brooks' Mental Arithmetic—Christopher Sower Co.
Wentworth's Mental Arithmetic was submitted, but too late to be
examined, the report on Arithmetic having already been made.
C. G. Vardell. J. D. Hodges.
R. L. Flowers. Jas. A. Butler.
J. Y. JOYNER. J. I. FOUST.
J. L. Kesler.
Superintendent of Public Instruction. 27
MINORITY REPORT ON ARITHMETIC.
We, the undersigned members of the Sub-commission on Text-
Books, find ourselves unable to agree in opinion with our associates
on the sub-commission with reference to a series of arithmetics for
use in our public schools.
A majority of the sub-commission recommend Milne's Elements
of Arithmetic and Milne's Standard Arithmetic, published by the
American Book Company. We are willing to that recommendation,
provided Sanford's Intermediate Arithmetic and Sanford's Com-mon
School Arithmetic, published by the University Pub. Co., are
put in between Milne's Elements of Arithmetic and Milne's Stand-ard,
making a four-book series, as we now have, and have had for
twenty years, with Sanford's entire series, which has given satisfac-tion
through all these years, so far as our knowledge goes, and we
have had large experience in school work, with ample opportunity 10
know if there has been dissatisfaction.
In the arrangement, we propose that Milne's Elements of Arith-metic
take the place of Sanford's Primary, left off. Then will come
Sanford's Intermediate, followed by Sanford's Common School. Then
Milne's Standard as a higher arithmetic for classes needing a higher
arithmetic.
We regret the difference of opinion in the sub-commission and
would gladly avoid it by sinking our preference were these personal
only. We feel bound by our duty to our people and by our convic-tions
as to the best arithmetics for the teacher and children of the
public schools. Hence, we can not sink our preferences in this mat-ter,
which to us seems one of great importance and far beyond a
mere personal choice.
We, therefore, after years of practical experience in school work,
and after having had perfect knowledge of the work accomplished by
these books, declare that, in our judgment, Sanford's Intermediate
and Sanford's Common School are the best books offered for use in
our public schools; and that Milne's two books, as above, with these
two books of Sanford's Series, are far better for our teachers and
pupils. Without these two books from the Sanford Series, our
schools, which, in the very nature of their environments, are pri-mary,
and must be for yet a long while, will suffer material loss by
the change proposed to be made by the majority of theCommission.
This conclusion from the following reasons:
Throughout the State these books (Sanford) have done, and are
still doing, a work unequaled by any series of arithmetics ever used
in our public schools.
The author, in his experience and observation in the school-room,
both as teacher in secondary schools and as college professor of
25 Biennial Report of the
mathematics, found that the arithmetic work done in the schools was,
nearly without exception, rote work.
The method of memorizing rules and of mechanical work by rules
for results was universal. The reasoning powers were not only not
developed, but were dwarfed and weakened by such methods. The
work in arithmetic was purely a matter of memory, and not a matter
of reasoning from relations of numbers given to find numbers de-sired.
Convinced that the defects were in the text-books and their
methods, he planned a series of text-books in arithmetic, in which
each operation should be made clear to the learner, and each step
would be taken as a reasoning process to correct conclusion, seen by
the pupil, by the nature of the process, to be correct.
His series of analytical arithmetics grew out of this effort. They
have revolutionized the methods of teaching arithmetic and the plan
of text-books on arithmetic.
We call attention to the clearness of definitions; also, to the
problems given, followed by clear, painstaking analysis, by simple
processes of reasoning. The conclusion is reached and explained
simply, clearly and logically.
We note also questions for mental work with careful analysis of
the same throughout the book. Take each subject treated through
the books, the same superior system is followed, the two books are on
the same plan and are graded and well adapted to our schools; we
believe better adapted and suited to our conditions and needs than
any other arithmetics within the scope of our knowledge. Hence, we
urge their adoption as herein set forth for use in our public schools.
The binding, print and paper are fairly good.
Respectfully submitted,
John C. Scarborough,
C. C. Wright.
W. L. Carmichael.
GEOGRAPHY.
We recommend as our first choice Maury's Series of Geographies,
consisting of Maury's Elementary and Maury's Manual, for the fol-lowing
reasons:
The idea of the earth as the home of man is the chief thought of
the book. The full-page colored illustrations serve to accentuate this
thought by giving vivid pictures of the people of each continent and
of the homes in which they live.
The plan is good and the arrangement of the text is in harmony
with the latest and best methods of instruction. While some mignt
object to the plan of questions and answers found in the Elementary
book, we consider this a helpful feature to the teacher in the un-graded
schools, as these questions and answers serve only to bring
Superintendent of Public Instruction. 29
out more fully the facts just recited in the text. Or the teacher, if
desired, may formulate her own questions. Another commendable
feature is the relief maps, the illustrations, and the treatment of the
earth as a unit.
We desire to call special attention to the fact that Maury's Manual
is more impartial in its treatment of the different States and sections
of the Union. Compare treatment of North Carolina by Maury and
others.
We further desire to call your attention to the feature of oral work
found in this series, which ought to be done by the teacher. This
will prove a means of great saving of time, as they contain valuable
suggestions, and, by using them, the teacher can prepare for each
lesson in advance.
The binding, illustrations, maps and paper are good; type clear.
As our second choice we recommend Prye's Series of Geographies.
We regard all other geographies submitted to us as unsuited for use
in our schools.
W. L. Carmichael. C. C. Weight.
J. D. Hodges. Jas. A. Butler.
John C. Scarborough.
MINORITY REPORT ON GEOGRAPHY.
We concur in the recommendations of the other members, except in
that part which refers to Frye's Introductory Geography and Maury's
Elementary Geography. We believe that Frye's Introductory, along
with Maury's Manual, should be the first choice of the sub-commis-sion,
and Maury's Elementary and Frye's Complete Geographies
should be the second choice. We give the following reasons for this
preference:
1. We prefer the plan of Frye's Introductory. This book gives
twenty pages to the study of what is know as Home Geography. This
we consider absolutely necessary, since the child must interpret all
geographical facts by the ideas gathered from observation. The fol-lowing
are some of the subjects treated in this division of the book:
Hills and Valleys, Brooks and Rivers, Slopes, Kinds of Soil, Work of
Water, etc.
Maury gives no attention whatever to these geographical forms
around the home of the child; but at once attempts to describe these
forms in distant countries without having given the child the ideas
necessary to his understanding the descriptions. This we consider a
very serious mistake.
2. Frye uses what is known as the development method, making
use of the material gathered by observation; the child is guided by
means of questions to the conception of new relations. By this
30 Biennial Report oe the
method the child himself does the work, and thus gains mental
power.
In Maury's Elementary the memory of the child is appealed to
almost entirely. The author states facts about geography and ex-pects
the child to remember those facts. Compare Frye's Introduc-tory,
page 2, with Maury, page 4; Frye, page 6, with Maury, page 6,
etc.
We do not think that the splitting of the series offers any disad-vantage,
since there is no vital connection between Maury's Ele-mentary
and Maury's Manual ; but we do consider it a serious matter
to have the subject of geography introduced by an incorrect method.
C. G. Vardell. J. L. Kesler.
J. I. FOUST. J. Y. JOYNER.
R. L. Flowers.
PHYSICAL GEOGRAPHY.
Maury's Physical Geography—University Publishing Company.
Tarr's First Book on Physical Geography—The Macmillan Co.
The two books named above are the only two submitted. The sub-ject
is presented in Maury's Physical Geography in a clear, attractive
manner. The book is intended as a primary work. It has been re-vised
and contains a suitable amount of interesting natural knowl-edge.
The illustrations and maps are very good. This book is well
adapted to the work in the public schools. We recommend that this
book be adopted.
Tarr's work is a very good one. The subject is treated in an ex-tended
manner, and the book is too hard for use in the public schools.
We recommend that this book be not adopted.
C. G. Vardell. C. C. Wright.
R. L. Flowers. J. D. Hodges.
W. L. Carmichael. John C. Scarborough.
J. L. Kesler. J. Y. Joyner.
J. I. Foust. Jas. A. Butler.
ENGLISH GRAMMAR.
After a careful examination of all the text-books submitted on this
subject, and a thorough comparative study of the best of them, we beg
leave to report as follows:
CLASS I.
1. A Modern English Grammar—Newson & Co., New York.
2. The Mother Tongue, Book II—Ginn & Co.
These two books are of nearly equal merit. It will appear below
from the detailed report of their respective merits, we consider
Beuhler's Grammar the better book for separate use, as a one-book
Superintendent of Public Instruction. 31
course, equally good for use in connection with Book I of The
Mother Tongue Series, and better for use in connection with any of
the other books recommended on language.
1. A Modern English Grammar—Beuhle'r.
The following are some of the numerous merits of this book:
(1) /Selection and Arrangement of Material.—In the selection of
material, the author exercises rare judgment and discrimination,
seizing upon the essentials and working these out to clearness and
omitting the unessentials. In the space allotted to respective sub-jects,
a sensible appreciation of their relative importance is shown.
The arrangement is simple, natural, logical, orderly.
(2 J The Method of Treatment is clear, concise, practical, pedagogi-cal,
almost fascinatingly interesting. There is no attempt to latinize
English Grammar; it is held true to its Anglo-Saxon-Norman origin.
There is a well-graded, simple, logical, progressive development of
subjects. His treatment of each subject is a clear, beautiful un-folding.
Beginning with the sentence, the student is led in Part I, approxi-mately
one-half of the book, to work out inductively, by observation
and analysis, a knowledge of all the essential elements of the
sentence and a mastery of all the essential principles of sentence-structure.
In Part II, the uses and forms and further classification
of words, parts of speech, the nnal minor elements of the sentence are
dealt with. Here also the sentence is constantly recurred to as the
unit of study, and the student is led to observe the facts and forms of
language and master them for himself. There is a successful combi-nation
of the inductive and the deductive, the analytic and the syn-thetic.
The author properly and sensibly gives the student credit for
some knowledge of language acquired before from talking and read-ing,
begins with this as a working basis, and undertakes to lead him
by investigation and abservatlon to a conscious knowledge and a
classification of what he has already acquired from long unconscious
usage and habit. By easy, logical steps, the student is led from the
known to the unknown, from the simple to the complex, from the
whole to the parts. Analysis and synthesis are carried on together.
As fast as he is led by analysis, observation and generalization to
conclusions, definitions, statements of principles, etc., he is required
to take the step of application. The student is thus set to working
out his knowledge for himself instead of having to accept it help-lessly
on faith from others. He is made a participator in the de-lightful
exercise. Such learning is self-teaching. Knowledge thus
acquired is real, not artificial; live, not dead.
(3) Exercises and Illustrative Sentences.—Special attention rs di-rected
to the number, variety, life and practicability of the exercises.
This is one of the strongest features of the book.
32 Biennial Report of the
The illustrative sentences are numerous and are selected with un-usual
judgment and taste from the child's life and experience, and
from the best literature within the sphere of his life and sympathy.
Many of these sentences are of rare literary excellence, serving the
double purpose of illustrating clearly and simply the grammatical
facts and principles, and of stimulating incidentally a love of the
beautiful in expression and of the noble and lofty in thought and
feeling. The arrangement of these sentences is a very commendable
and unique feature of the book. Examine pages 67, 83, 88, etc. Ob-serve
how first come simple short sentences, usually drawn from the
student's every-day life and experience, presenting boldly, without
complication, the facts and principles to be illustrated, then follow
sentences, gradually increasing in complexity, drawn from mythol-ogy,
history, Scripture, fiction, poetry.
(4) Definitions, Rules, Cautions, etc.—The definitions and the
statements of principles are remarkably clear, simple, accurate and
concise. Please examine any of these. As indicated in the para-graph
on Method of Treatment, the student is led to discover, ob-serve,
conclude, generalize for himself, so that the definitions, rules,
etc., when reached, are but a better and more accurate expression oi
what he has already been led to understand.
The cautions are few, but well chosen, displaying the acquaintance
of an experienced and successful teacher with the hard places, the
snares. The treatment of these is direct, simple, clear, wise and
practical. The book is not overloaded and obscured with endless
"dont's." His plan is to make clear the correct principles and secure
a mastery of these.
This book deserves its name—"A Modern English Grammar." We
deem it admirably adapted to use in our city and country schools.
It is, in our opinion, the best book examined for use by itself, or for
use in connection with any good text-book of language lessons. Like
all the other books on grammar, it should be supplemented by some
good text-book of language lessons.
2. The Mother Tongue, Book II.—This book conforms admirably to
the plan and purpose outlined in its preface, to which the reader is
referred. In selection and arrangement of material, and in method
x>f treatment, it is similar to Beuhler's Grammar, and of about equal
merit with it. In scope of work it is about equally comprehensive.
For a clear, succinct summary and review of the' first fifty-six
chapters of this book, see Chapter LVII, page 131. The remaining
chapters are devoted chiefly to inflection, difficult questions of con-struction,
and sub-divisions of classification.
In definitions, exercise's, illustrative sentences, etc., the book is
somewhat inferior to Beuhler's Grammar. The exercises are scarcely
so numerous and varied as those in Beuhler's, and are more mechani-
Superintendent of Public Instruction. 33
cal. There are not enough exercises for original constructive work.
The illustrative sentences, as an examination of any page will show,
are simple and illustrative, but lacking in life, variety and literary
beauty. In these respects the book is inferior to Beuhler's Grammar.
Hyde's Two-Book Course in English—D. C. Heath & Co.
This book is our third choice, and we place it in Class II. In scope
it is sufficiently comprehensive. In selection of material the author
is sensible and judicious, selecting essentials and discriminatingly
dividing space according to the relative importance of the respective
subjects. The arrangement is natural, logical, excellent. The
sequence, unity and continuity are above the average. Special atten-tion
is called to the divisions and the statement of the subject or cen-tral
idea of each.
In method of treatment, the book is similar to the books of the
preceding class. The exercises and illustrative sentences are numer-ous
and interesting, but not so good as those of the books of the pre-ceding
class. The definitions are scarcely so clear, accurate and con-cise
as those in these books. The timely and helpful reviews are a
commendable feature of this book. This is a good book, but not so
good as Beuhler's or "The M,other Tongue."
CLASS III.
Metcalfs English Grammar—American Book Company.
We place in Class III as our fourth choice, Metcalfs English Gram-mar.
This is a practical, sensible, teachable book, very well adapted
to our schools. In method of treatment it is a tolerably successful
combination of the inductive and the deductive. It begins with the
sentence, but passes to the smaller elements thereof before the larger
elements, of which there are but parts have been mastered. This is a
distinct weakness, we think, and somewhat illogical and unpedagog-ical.
The natural process is from whole to parts, from simple to
complex.
The exercises and illustrative sentences are well chosen and well
arranged, but are not so numerous, stimulative and interesting as
those in the books of the preceding classes. The book is strong in
analysis, but somewhat weak in constructive exercises. In unity,
continuity and fusion of parts the book is good.
PRINTING, MATERIAL AND MECHANICAL QUALITIES.
In these respects all the books in the first three classes are satis-factory.
o4z Biennial Report of the
OTHER BOOKS.
After careful examination, we report that we can not recommend
the books in the class below. Without entering into details, we re-port
them in one class as unsuited to our work, enumerating them
about in the order of their merit. It would be a mistake to adopt
any of them.
1. Essentials of Language and Grammar, Bartlett—Silver, Burdett
& Co.
2. Whitney and Lockwood's Grammar—Ginn & Co.
3. Graded Lessons in English, Reed and Kellogg—Maynard, Merrill
& Co.
4. Higher Lessons in English, Reed and Kellogg—Maynard, Merrill
& Co.
5. Lessons in Language and Grammar, Book II, Tarbell-—Ginn & Co.
6. Elements of English Grammar, Brown and DeGarmd—Werner
Book Co.
7. A. School Grammar, Allen—D. C. Heath & Co.
8. Lessons in Grammar, Patrick—Lippincott & Co.
9. Studies in English Grammar, Welsh—Silver, Burdett & Co.
10. Harvey's Grammar—American Book Company.
11. York s Grammar, Rev. L. Branson.
J. Y. Joyneb. C. C. Weight.
J. D. Hodges. R. L. Flowers.
C. G. Vardell. W. L. Carmichael.
Jas. A. Butler. J. L. Kesler.
John C. Scarborough. J. I. Foust.
LANGUAGE LESSONS.
We report on this subject as follows:
FIRST CHOICE.
The Mother Tongue, Book I. Kittiredge d- Arnold—Ginn & Co.
SECOND CHOICE.
Hyde's Tico-Book Course in English, Book I—D. C. Heath & Co.
THIRD CHOICE.
Tarbell's Lessons in Language and Grammar, Book I—Ginn & Co.
FOURTH CHOICE.
Metcalf's Elementary English—American Book Company.
For supplementary work in language, DeGarmo's Language Les-sons—
Werner School Book Company.
Superintendent of Public Instruction. 35
In printing, binding and mechanical qualities, all of these books
are good. Below we submit a detailed report of their merits:
1. THE MOTHER TONGUE, BOOK I.
Scope and Aims.—The aims of this book are clearly, concisely and
truthfully stated in the following extract from the preface: "Book
I, of The Mother Tongue, is designed to guide children to an intelli-gent
appreciation and enjoyment of good English, to help them to
speak and write correctly, and to introduce them to the study of
grammar." This we conceive to be a correct statement of the three
chief aims of a gaod first book in language and grammar. The scope
of the book is determined by its aims, and the book conforms ad-mirably
to these in subject-matter and method.
Method of Treatment—To cultivate the child's taste, foster a love
for literature, enlarge his vocabulary, stimulate his emotional and
imaginative life, many excellent and varied selections from the best
prose and poetry are provided. To help the child to learn to speak
and write correctly, the correct method of observation, imitation and
practice is followed. It is sensibly sought to lead the child to the
formation of correct habits of speaking and writing as he is led to
the formation of other habits.
In Part II of this book, more attention is given td working out the
simple essential facts and principles of grammar as an introduction
to this science. The method is mainly inductive, leading the child
to observe and conclude for himself. The sentence is made the unit
of this work, and the known and observed facts of language the
basis of definitions, rules, etc.
Selections, Exercises, etc.—The literary selections for study, mem-ory
and reproduction are tastefully chosen, well arranged and
graded, and are accompanied with excellent questions and directions
for the stimulation and guidance of teacher and student in the work.
These selections are admirably adapted in thought and sentiment to
the child and are within the sphere of his life, experience and ob-servation.
They are evidently chosen by one that has a knowledge
of child-life, and a sympathy with it. Attention is called also to the
abundance, variety, practicability and progressive arrangement of
the exercises for observation and practice in the use and forms of
words, in sentence-structure and in larger forms of composition,
narrative, description, etc. The pictures are reproductions of master-pieces
and are well adapted to picture stories. The exercises for
various kinds of simple composition are numerous and excellent.
Unity, Coherence, Continuity, Logical Development, Definiteness.—
In these the book is excellent. Finally, this is a live, practical,
usable book, well adapted in all respects to successful use in our
schools.
36 Biennial Keport of the
In subject-matter, method of treatment, etc., the books mentioned
as our second, third and fourth choice are similar to The Mother
Tongue, Book I. In merit they are inferior to it, ranking in the
order named above. We have made a careful comparative study of
these books, and rank them in the order named above. We deem it
unnecessary to set forth in detail the merits ;of each of these books.
Hyde's Two-Book Course in English, Book I, is a good book, but is
inferior to our first choice in literary selections, especially in poeti-cal
selections, in composition exercises and in general selection and
arrangement of material.
Metcalf's Elementary English lacks life at times. Some of the
selections for memory and literary study are dry and almost goody-goody,
and some of them are very local and smack too much of the
city and of New England. The questions accompanying some of the
composition exercises are too numerous and mechanical.
DEGAEMO'S LANGUAGE LESSONS, COMPLETE.
In many respects this is one of the best books on this subject that
we have ever examined. In unity, logical development, orderly ar-rangement,
and correlation of work, it perhaps surpasses any other
book submitted to us, but, on account of the nature of the selections
and composition exercises, we fear that it could not be used with the
greatest success, except in schools supplied with the few children's
classics, upon which their exercises are based, and by teachers who
are masters of these classics. This might render the book unsuited
to most of our schools, but we heartily recommend it for supple-mentary
work.
OTHER BOOKS.
We can not recommend any of the other books on this subject sub-mitted
for our examination, and we do not think that they ought to
be considered. We have, therefore, placed them in one general class
and enumerated them below about in the order of their merit:
1. First Steps in English, Bartlett—Silver, Budett & Co.
2. Wheeler's Graded Studies in English—W. H. Wheeler & Co.
3. Elements of Language and Grammar—Welsh, Greenwood I.
4. Haven's Language Series, Book I.
5. Reed's Introductory Language Lessons—Maynard, Merrill & Co.
6. Lessons in Language, Patrick—Lippincott & Co.
7. Language Primer, Swinton—A. B. Co.
J. Y. Joyneh. J. L. Kesler.
R. L. Flowers. C. C. Wright.
Jas. A. Butler. John C. Scarborough.
J. I. Foust. W. L. Carmichael.
C. G. vardell. J. D. Hodges.
Superintendent oe Public Instruction. 37
NORTH CAROLINA HISTORY.
As to this subject, we find no satisfactory book. Mrs. Spencer's
First Steps in North Carolina History, and Moore's History of North
Carolina are dull, dry and uninteresting. They have no illustrations,
and have not been revised for a number of years. If Moore's His-tory
should be adopted we recommend that it be set up in new type.
The print is much blurred.
As to the manuscripts submitted, viz: Creecy's Tales of a Grand-father,
Allen's History Stories of North Carolina, and Capt. S. A.
Ashe's History of North Carolina, the manuscripts of the first two
mentioned were incomplete, and we deemed it wiser to make no
recommendation as to any incomplete manuscripts, contenting our-selves
with stating that the portions of the manuscripts submitted
to us gave promise of making interesting volumes of stories when
complete.
The following motion was passed in regard to Captain Ashe's
manuscript:
"Moved that the sub-commission report to the Text-Book Commis-sion
that the two books on North Carolina History are not entirely
satisfactory; that the manuscript submitted by Captain Ashe is not
in good shape for examination, and that, therefore, the sub-commis-sion
recommend that the adoption of a text-book on this subject be
delayed until Captain Ashe shall have his manuscript typewritten."
An interesting, attractive and teachable history of North Carolina
is one of the greatest needs of our schools; it is in the hope of secur-ing
the writing of such a history that we recommend to your Com-mission
the course indicated in the motion above.
Respectfully submitted,
C. G. Vardell. R. L. Flowers.
J. L. Kesler. John C. Scarborough.
W. L. Carmichael. J. I. Foust.
J. Y. Joyner. J. D. Hodges.
C. C. Wright. Jas. A. Butler.
HISTORY OF THE UNITED STATES.
Primary Historyj—After careful consideration we are or the opin-ion
that no Primary History submitted to the sub-commission is
worthy of adoption for use in our schools.
It is very important that the first book on the subject of history
placed in the hands of the children be thoroughly interesting from
the child's standpoint. We have several books which we can com-med
for the fair and impartial manner in which the history of the
38 Biennial Report of the
country is presented; but we do not believe that the facts are pre-sented
in such a manner as to awaken and maintain the interest of
the child.
Taking Hansen's School History of the United States as a fair
representative of the Primary Histories submitted, we discover the
following objections to its adoption:
1. Style.—We find the book composed of a large collection of facts
told in a heavy, uninteresting style. The facts of history for younger
pupils should be woven into a connected story that would enlist the
sympathies of children. This has not been done in this book.
2. The book is entirely too mechanical. As an instance of this,
attention is called to page 36, where a Review Outline is given.
Notice the first and second columns.
3. Questions.—Attention is called to pages 68, 94, and many others
where the character of the questions asked is shown. It will be
found that these questions simply require the children to turn back
and seek the answers. Nothing is gained in the development of the
minds of the children by this work. Facts and dates, unless they re-veal
the real life of a people, do not Constitute history. It is our
opinion that a child could study the book from lid to lid and have no
true conception of the life and times treated of in the history.
4. The author deals with abstract political questions which can
not be understood by children just commencing the study of this
subject. See pages 180, 182, 183.
The whole question of Slavery and State's Rights is beyond the
comprehension of young children, and should be left out of a Pri-mary
History. For small children a history should be concrete and
hence biographical. By actual count it will be seen that about half
of the book is devoted to dry facts about wars, giving the names of
generals, dates of battles, number killed, etc. Special attention is
called to the fact stated above. From the standpoint of the child, in
our opinion, Hansen's Primary History is the most unreadable of any
submitted.
The criticisms of Hansen's Primary stated above will apply, for the
most part, to every Primary History submitted. Some of the others
are somewhat sectional.
In our opinion, those books are not worthy of a place in our
schools. Knowing that there are better Primary Histories, we are
unwilling to recommend an inferior bolok.
HIGHER HISTORY.
We recommend as our choice among the Higher Histories submit-ted,
Our Country, published by Ginn & Co., for the following reasons:
1. It is fair and just in dealing with all sectional and political
questions.
Superintendent of Public Instruction. 39
2. The plan of the took is admirable, taking typical features as
illustrative of the life and growth of the country, and not burdening
the memory with dry and unimportant details. See table of contents
and compare this with the table of contents in Hansen's Higher
History.
3. The style of Our Country is vigorous, fresh and inspiring as
compared with the exceedingly dry and statistical style of Hansell.
Compare the treatment of Christopher Columbus, on page 16 of Our
Country, with page 11 of Hansell; Our Country, page 53, with Han-sen,
page 77 Our Country, Battle of Gettysburg, page 382, with Han-sell,
page 395, or any other subject. This comparison of Our Coun-try
with Hansell in regard to style fairly represents its superiority
in this respect over all other books submitted on this subject.
4. Our Country treats the whole life of the people in all of its
aspects, instead of one particular phase of that life. Continuing the
comparison, Our Country weaves into an interesting and signifi-cant
narrative the leading facts of history, while Hansell simply
states the facts, and many non-essential facts, overloaded with un-necessary
and insignificant dates. The Hansell devotes a greater
proportion of its space to wars and purely political phases of the
subjects, while Our Country treats more fully the social, educa-tional,
industrial, religious phases. In Hansell the subject of Ameri-can
Literature or American writers is not mentioned, while in Our
Country an appendix is devoted to this subject. In Our Country
is also an appendix on North Carolina History.
The objections urged against Hansell largely hold good for the
other higher histories. Some of the others are more interestingly
written than Hansell, but these have sectional references, which de-bar
them from favorable consideration. We have compared Our
Country with Hansell because these are the only histories under
consideration for first choice. We recommend Our Country as our
first choice. It is the best, in our opinion, of those submitted. We
are willing to have a better book, but not one inferior to the one
recommended.
The following is the list of the histories examined by us, and for
reasons stated above are considered undesirable:
HanselVs School History of the V. S.—University Pub. Go.
Hansel's Higher History of the U. S.—University Pub. Co.
A History of the U. 8., by Poivell—The MacMillan Co.
Lee's New Primary History of the U. S.-—B. F. Johnson & Co.
Lee's New School History of the U. S.—B. F. Johnson & Co.
Elementary History of the U. S., by Morris—Lippincott Co.
Primary History of the U. S., by Morris—Lippincott Co.
History of the U. S., by Morris—Lippincott Co.
History of the American Pdople, Shin—American Book Co.
40 Biennial Report of the
A Grammar School History of the U. S., Field—American Book Co.
School History of the U. S., J. Wm. Jones—University Pub. Co.
We recommend as supplementary reading on history the following
books:
Life of Lee, by Mrs. Williamson—B. F. Johnson & Co.
Life of Jackson, by Mrs. Williamson—B. F. Johnson & Co.
History of the Negt^o Race, by Johnson, for Colored Schools—
Edwards & Broughton.
C. G. Vardell. J. Y. Joynee.
R. L. Flowers. J. D. Hodges.
J. L. Kesler. J. I. Foust.
Jas. A. Butler.
MINORITY REPORT ON HISTORY.
We, the undersigned, members of the Text-Book Sub-commission
for the State of North Carolina, in the discharge of the duties placed
on us by the act of the General Assembly of 1901, creating the sub-commission,
make the following report for ourselves as our choice
for books on the History of the United States to be used in the pub-lic
schools of the State:
A considerable number of Histories of the United States for use in
schools was submitted for our inspection and consideration. We
have given a careful consideration to, and have gone over each book
and series of books. As a result of our examination of these his-tories,
we make this report of our choice to the Text-Book Commis-sion:
We recommend A School History of the United states, by Henry
E. Chambers (for primary classes, and A Higher History of the
United States, by Henry E. Chambers (for intermediate, grammar
and high school classes). These books are commonly known as
"Hansen's Histories of the United States," and are published by the
University Publishing Company.
Some of the reasons for our recommendation are as follows:
History is looked at from two standpoints—that of the story-teller,
making prominent the romance of history, and regarding it as
a story of the past; and that of the political economist, who ignores
the romances, but delights in the laws of cause and effect. The first
is for smaller pupils; the second for those of more mature years.
The School History is for the smaller pupils. The introduction is
well written in a pleasing style for the children old enough and ad-vanced
enough to take up the study of Primary History.
The chapters are well arranged and progressive, and the whole
book commends itself to our judgment as well clone, ana shows itself
Superintendent of Public Instructiox. 41
to be the work of a practical teacher, understanding not only the
subject he is presenting, but also the pupils to whom he is presenting
it. It is written from the view point of the* story-teller, fitting the
story to the capacity of his hearers with a view of adapting the style
of the story to securing the attention of the listeners and putting
them in sympathy with the story. The facts are so woven together
in a connected whole, making up the story and its parts, that the
pupils readily comprehend them in their relation to the whole story
of which they form the parts.
The chapters are not too long and are so arranged as to cover a
proper division in the treatment of a subject. The sentences are
short and clear, and the words are aptly chosen and express the
author's meaning clearly and accurately.
The blackboard forms (see page 16) and others through the
smaller book, are, we think, excellent for the purposes intended, and
these purposes are important for the progress of the child in this
study. The questions on geography, a study so necessary to the
proper understanding of history, constitute an important and excel-lent
feature of this little book.
The clear way in which questions are presented greatly commends
the book to our favorable consideration. Turn to page 99, Chap. 28,
"Why the Colonists Resisted;" also, page 178, "Slavery;" also, in
reference to the troubles which arose in 1860, pages 180, 181, 182-184;
also, paragraph 8, page 185, in reference to seizure of forts by the
Southern States. We think these are fair and impartial statements
of the truths of history. See also, as evidence of the clearness of
statement of difficult questions for the comprehension of children,
and of the fairness of the author to historical truth, on page 211,
paragraphs 6, 7, 8.
The Higher History, a complement of the School History, is writ-ten
from the second viewpoint of the writer of history. The politi-cal
economist who delights in the laws of cause ana effect. This
book has come to its present shape and excellence after years of
use in the school-rooms of our Southland, by competent and ex-perienced
teachers, Southern men and women, patriots all, who
recognized that our common country is now indeed and in truth all
of it, our country from North to South and from Bast to West. They
recognize also the necessity for frankness and honesty in dealing
with history, with children and larger and more advanced pupils. It
(the larger book) has been reviewed as the years have passed and as
the experiences of first-class teachers have shown revision in style
and matter to be necessary. The evolution of years has brought out
of the first edition of this and the smaller book a history of our
country for school, unsurpassed by any, and equaled by few histories.
The two books are so arranged and condensed that a course of
42 Bienxial Report of the
United States History, amply full for our public schools and for the
graded schools of our towns and cities, is put into two small volumns
requiring for its completion as much time as is suited to the schools.
A three-book series is too much for the schools for which we act, and
a one-bo,ok course is unsuited to these schools, because the one-book
is necessarily too high for a very large number of the pupils of the
schools who ougnt to study the history of our country, while in the
public schools, during the short time they attend the schools. The
larger number of these pupils will never attend any but the public
schools, hence we favor a two-book series. The author of Hansen's
Histories of the United States, himself a prominent teacher in a
prominent city of the South, declares, in his preface to the Higher
History, that "he has endeavored to be absolutely just." From the
careful study we have given these books, we believe that the author
has succeeded in his high endeavor, and that "he has set forth the
whole truth with balanced judgment, accurate statement and tem-perate
expression." In all matters of controversy between the two
great sections of our country growing out of the "War Between the
States," as well as in all matters leading to that great struggle, he
has eminently succeeded in his purpose to be fair and just; to write
the whole truth with balanced judgment, accurate statement and
temperate expression.
The printing, binding, paper and mechanical qualities are good.
Respectfully submitted,
John C. Scarborough.
W. L. Carmichael.
C. C. Wright.
REPORT ON PHYSIOLOGIES.
No series of text-books submitted on this subject can be recom-mended
without qualification. Not to speak of the method of pre-sentation,
the inaccuracies and misleading statements alone would
debar most of them from favorable consideration. In many cases
the extreme statements in regard to alcohol and tobacco are so ex-cessive
as to nullify, for the most part, their good effect.
We have not considered it necessary to point out errors, except in
the best books.
The following are the books submitted:
Baldwin's Essential Lessons in Human Physiology—Werner Text-
Book Company.
Baldwin's Advanced Lessons in Human Physiology—Werner Text-
Book Company.
Superintendent of Public Instruction. 43
We recommend these as our first choice. They are clearly better,
in our opinion, than any others submitted, for the following reasons:
1. The style is more vigorous and fresh than any except Overton.
2. They are more generally accurate and have fewer objectionable
and intemperate statements than any others that equally conserve
the interest of the student.
3. They are more practical in regard to personal and public
hygiene than any others submitted. The anatomy is made sub-servient
to hygiene, and the physiology is made the basis of health.
In the Essential Lessons the knowledge that serves a good end and
the facts that we can make use of are closely interwoven into the
fiber of the book, with Chapter V, on Exercise, and the last three
Chapters on "Care of the Sick-Room," "What to do in Emergencies,"
and "Cause and Prevention of Disease." In the Advanced Lessons
your attention is called to Part II. "The Care of the Body" and the
"Preservation of Health," in which are treated in a most excellent
way such subjects as "Diet," "Cleanliness," "Clothing," "Exercises,"
"Ventilation." "General Sanitation," "Contagious Diseases," "Disin-fection,"
"Injuries," "Poisons," etc.
4. These books contain valuable condensed reviews, being superior
in this respect to any except Overton. See Essential Lessons, pages
16, 67, 84, 124. Having led up to the facts in an interesting way,
they are restated with the utmost brevity.
5. The questions at the end of the Essential Lessons for reviews
and examinations, and the practical questions and questions for re-view
interspersed throughout the Advanced Lessons are saner, more
useful, and more suggestive than those of any other books submitted
on this subject.
6. Technical terms are avoided except when clearly necessary.
7. In the higher book, a very good selection of practical experi-ments
is added near the end of the book.
Statements in these books that are not entirely correct:
In the Essential Lessons, page 173, and in Advanced Lessons, page
358, all contagious diseases are referred to as caused by germs. This
has not yet been proved for all contagious diseases.
On page 360, yeast is referred to under bacteria.
On page 317, malaria is referred to the wrong cause. This is true
also of all the books that refer to the cause of malaria.
Chapter XIX of Advanced Lessons is largely irrelevant, but less
objectionable than most of the discussions of this subject. The same
criticism is made of the Essential Lessons, pages 95-104.
But after giving full weight to all of these objections, which have
been faithfully detailed for your examination, these books commend
themselves to our judgment as being superior to any others submit-
44 Biennial Report of the
ted, and well adapted to the public schools, having, in fact, fewer
errors and less irrelevant matter than any others deemed worthy of
your consideration.
The print, the binding, the general attractiveness of the books, the
paper, etc., commend them. They are equal to the best in these
respects.
Steele's Hygienic Physiology, Abridged—American Book Co.
Hutchison's Physiology and Hygiene—Maynard, Merrill & Co.
We recommend these as our second choice, not because they com-mend
themselves to us by any special excellences, but because they
have fewer errors than those submitted which are at all worthy of
your consideration.
Steele's Hygienic Physiology is a fair average in style, and is gen-erally
temperate in statements about alcohol and tobacco. It con-tains
practical suggestions about disease, the sick-room, disinfectants
and emergencies; but these are in fine print, very limited and of
less value than those of the Baldwin's Essential Lessons. The re-views
in Steele's are more mechanical and far less informing than
those of our first choice. Of the two books, it is believed, after a
careful comparison, that the Essential Lessons contains a larger
amount of information of a more practical and useful kind than
Steele's Physiology, and yet treated in such a manner as to be more
easily learned. Steele has a number of experiments that commend
it. Among these, however, are many that are poorly adapted to our
schools.
While its chief faults are those of omissions, it is not free from
errors, e. g., page 98, glycogen is said to be stored up in the liver and
the muscles. That the muscles store up glycogen is a pure assump-tion
and misleading. The print is not so good as Baldwin's; the
paper and the mechanical work are fairly good.
Hutchison's Physiology and Hygiene is a fair average throughout,
but is far inferior in teachableness and practical value for health
and sanitation than the Baldwin's Advanced Lessons. The print is
good, but too much small type; the book is fairly attractive in ap-pearance;
the paper is good, but not very strongly bound.
Overton's Primary Applied Physiology—American Book Co.
Overton's Intermediate Applied Physiology—American Book Co.
These are superior to any books submitted on this subject in in-terest
and teachableness; are almost equal to any in practical value
for personal and public hygiene and sanitation, and contain excellent
summaries. The objection is that they contain more serious inaccu-racies,
e. g., Intermediate Applied Physiology, pages 24, 52 and 90,
alcohol and sugar are said to be oxidized in the liver. If these be
partially oxidized in the liver, it is certain that they are not wholly
Superintendent of Public Instruction. 45
oxidized there. On pages 69, 75, etc., specious statements occur
about alcohol and taking cold. These, with the exception of errors,
would make a most excellent series for the public schools.
The printing, paper, binding and general mechanical qualities
rank with Baldwin's Series, and except for the errors pointed out
above, this series would rank with Baldwin, and be far superior to
our second choice.
Beginner's Physiology, by Cutter—Lippincott Co.
Intermediate Physiology, by Cutter—Lippincott Co.
Comprehensive Physiology, by Cutter—Lippincott Co.
The Beginner's and Intermediate books are considered unteach-able,
too fragmentary, and are, therefore, not recommended. The
Comprehensive Physiology has many excellent qualities, but is out of
date, e. g., on page 110 it is stated that the germs of typhoid, typhus
and yellow fevers and cholera have not yet been isolated; and, on
page 221, that tetanus, or lockjaw, is due to some irritant or drug.
A Primer of Health, by Stowell—Silver, Burdett & Co.
A Healthy Body, by Stoivell—Silver, Burdett & Co.
The Essentials of Health, by Stowell—Silver, Burdett & Co.
These do not, in our estimation, equal those recommended in teach-ableness,
in style, or in subject-matter. A Healthy Body begins
with 20 pages on alcohol, etc., before it mentions the subject of physi-ology
at all.
Our Wonderful Bodies, First and Second Books, by Hutchison,
Maynard, Merrill & Co., and Johnson's Physical Culture, are not con-sidered
worthy of your attention.
My preference is Steele's, but I sign this report with the sub-com-mission
to be in agreement.—(J. C. ^.)
C. G. Vardell. John C. Scarborough.
J. Y. Joyner. Jas. A. Butler.
J. D. Hodges. C. C. Wright.
R. L. Flowers. W. L. Carmichael.
J. I. Foust.
CIVIL GOVERNMENT.
We recommend Peterman's Elements of Civil Government, pub-lished
by the American Book Company, as our first choice, for the
following reasons:
The book begins at home, starting with the "Family," the first
form of government with which the child comes in contact. As the
pupil's acquaintance with rightful authority increases, the school,
46 Biennial Report of the
the civil district, the township, the country, the State, and the United
States, are taken up successively. The introduction is a valuable
feature of the book, as the suggestions here made to the teachers
would enable them to successfully tea<<i this subject, even though
they had never given any special attention to this brancn of study.
On the whole. Peterman's Civil Government is the most interesting
and the most teachable book on the subject. We recommend, how-ever,
that in case Peterman's is adopted, the book should be revised
so far as to bring it up to date—changes in North Carolina State
Constitution, etc.
We recommend Finger's Civil Government, published by the Uni-versity
Publishing Company, as our second choice, but we do not
deem it so well suited to our public schools. The boiok deals more
largely with the State and local government in North Carolina; but
owing to the numerous changes in our State laws since the publica-tion
of the book, there are many errors throughout the entire work
to which we would call your attention.
If this book should be adopted it would be necessary for those
errors to be corrected, and as they are incorporated in the body of the
book, it would almost necessitate the making over of the entire book.
As to Thorpe's Civil Government, published by Eldridge & Bro.,
and Schwin and Stevenson's Civil Government, published by the Lip-pincott
Co., they are unsuited to our schools.
All the books mentioned are fairly well bound, golod type, on good
paper.
C. G. Vardell. J. Y. Joyner.
Jas. A. Butler. J. D. Hodges.
W. L. Carmichael. R. L. Flowers.
J. L. Kesler. John C. Scarborough.
C. C. Wright. J. I. Foust.
REPORT ON AGRICULTURE.
We do not find among the books submitted on this subject any one
that is satisfactory; but of those submitted the Elementary Princi-ples
of Agriculture, by Lupton, is considered superior to the Ele-ments
of Agriculture, by McBryde.
The manuscript submitted, Elements of Agriculture and Industrial
Lessons, by Severs, is a child's book and is not deemed worthy of
your consideration.
The Elements of Agriculture, by McBryde. published by B. F.
Johnson & Co., is poorly written, contains many incorrect statements
and much irrelevant matter which would seriously affect its useful-ness,
and would probably bring scientific agriculture into disrepute
in the country districts.
Superintendent of Public Instruction. 47
The Elementary Principles of Scientific Agriculture, by Lupton,
published by the American Book Company,is well written; is, in fact,
a little classic, with the exception that it is somewhat out of date,
having been published in 1880, and, on page 66, and in paragraph 147,
says that not one atom of nitrogen is contributed by the air directly
to the growth of plants. This is a serious mistake, since we now
know that certain bacteria in the tubercles on the roots of peas,
clover and other leguminous plants use the nitrogen directly from
the air and contribute much to the fertility of the soil. With this
exception the book can be highly commended as interesting and in-structive.
We desire, however, a better book than either of these, and call
your attention to the fact that several good books are published on
this subject which would probably do good service in the public
schools. We make no recommendation.
J. Y. JOYNER. J. I. POUST.
Jas. A. Butler. John C. Scarborough.
W. L. Carmichael. C. G. Vardell.
C. C. Wright. . J. L. Kesler.
R. L. Flowers. J. D. Hodges.
PEDAGOGY.
Page's Theory and Practice—American Book Company.
This is a good helpful book for our teachers. The enthusiasm of
the author will inspire the reader. We recommend it for adoption as
the required book on this subject.
Waymarks for Teachers—Silver, Burdett & Co.
The book is filled with practical suggestions on the teaching of the
different subjects in our common school course. By careful study
and adaptation of these directions to the peculiar conditions of each
school much better instruction must result. We feel tnat the book
should be placed in the hands of every teacher, and hence we recom-mend
that it be put upon the list, not as required, but as supple-mentary
reading for teachers.
Methods of Instruction—Lippincott.
This book will give the teacher a broader view of the subject of
education than either of the above books. We believe it, with the
Waymarks for Teachers, snould be placed on the list as supple-mentary
reading for teachers.
School Economy—Lippincott.
Principles and Methods of Teaching, by Boyer—Lippincott.
4S Biennial Report of the
Neither of the two above books is suited to our teachers, and we
recommend accordingly.
J. Y. Joyner. K. L. Flowers.
Jas. A. Butler. J- D. Hodges.
W. L. Carmichael. C. C. Wright.
J. I. Foust. John C. Scarborough.
C. G. Vardell. J. L. Kesler.
Not having a certified list of all the books submitted to the sub-commission
when the reports were adopted, it is possible that the
names of a few books may have been accidentally omitted from the
large list of books reported as undesirable, but all were examined and
passed upon, and, if the name of any book is omitted it belongs in
this class.
No books on subjects not required in the public schools were ex-amined.
J- Y. Joyner,
J. L. Kesler, Chairman.
secretary.
Superintendent of Public Instruction. 49
LIST AND PRICES OF BOOKS ADOPTED FOR USE
IN PUBLIC SCHOOLS FOR FIVE YEARS FROM
JULY I, 190!.
The Text-Book Sub-Commission made tlieir recommenda-tions
of books May 1, and on June 3, 1901. The following
text-books were adopted by the Text-Book Commission, com-posed
of the State officers:
ORTHOGRAPHY.—Harrington's Spelling.
Book 1—Exchange price, .05; contract price, .10.
Book 2—Exchange price, .05; contract price, .10.
Complete—Exchange price, .07%; contract price, .15.
American Book Company, 100 Washington Square, New York.
DEFINING.
Webster's Handy Dictionary—Exchange price, .07%; contract
price, .15.
Webster's Primary Dictionary—Exchange price, .24; contract
price, .48.
Webster's Common School Dictionary—Exchange price, .36; con-tract
price, .72.
American Book Company, New York.
READING.
—
Holmes' Readers.
First (boards)—Exchange price, .06%; contract price, .13.
Second (boards)—Exchange price, .09; contract price, .18.
Third (boards)—Exchange price, .12; contract price, .24.
Fourth (boards)—Exchange price, .15; contract price, .35.
Second (cloth)—Exchange price, .11; contract price, .22.
Third (cloth)—Exchange price, .14; contract price, .28.
Fourth (cloth)—Exchange price, .17%; contract price, .35.
Fifth (cloth)—Exchange price, .21; contract price, .42.
University Publishing Company, 27 and 29 W. 23d St., New York.
WRITING.
Natural System of Vertical Writing—Six numbers, 6 cents each.
D. C. Heath & Co., 225 4th Avenue, New York.
Smithdeal's Slant Writing Books—Six numbers, 5 cents each.
B. F. Johnson Publishing Company, Richmond, Va.
ARITHMETICS.
Colaw & Ellwood's Primary School Arithmetic (boards)—Ex-change
price, .11; contract price, .22.
Colaw & Ellwood's Primary Schcol Arithmetic (cloth)—E?:
change price, .12; contract, .24.
4
50 Biennial, Report of the
Colaw & Ellwood's Advanced School Arithmetic (boards) —Ex-change
price, .22%; contract price, .45.
Colaw & Ellwood's Advanced School Arithmetic (cloth)—Ex-change
price, .23; contract price, .46.
B. F. Johnson Publishing Company, Richmond, Va.
Milne's Mental Arithmetic—Exchange price, .12%; contract
price, .25.
American Book Company, New York.
GEOGRAPHY.
Maury's Elementary (boards)—Exchange price, .20; contract
price, .40.
Maury's Elementary (cloth)—Exchange price, .20; contract
price, .40.
Maury's Manual (boards)—Exchange price, .42%; contract
price, .85.
Maury's Manual (cloth)—Exchange price, .44; contract price, .88.
Maury's Physical (cloth)—Exchange price, .45; contract price,
.90.
University Publishing Company, New York.
GRAMMAR.
A Modern English Grammar (Beuhler)—Exchange price, .25;
contract price, .50.
Newson & Co., 15 East 17th Street, New York.
LANGUAGE LESSONS.
Hyde's Two-Book Course in English—Book I—Exchange price,
.11; contract price, .22.
D. C. Heath & Co., New York.
HISTORY OF UNITED STATES.—Hansell's.
A Higher History of the United States—Exchange price, .35;
contract price, .70.
A School History of the United States—Exchange price, .20;
contract price, .40.
University Publishing Company, New York.
PHYSIOLOGY.
Steele's Hygienic Physiology—Exchange price, .22%; contact
price, .45.
Overton's Primary Physiology—Exchange price, .12%; contract
price, .25.
American Book Company, New York.
Johnson's Physical Culture—Exchange price, .12%; contract
price, .25.
B. F. Johnson Publishing Company.
History of the Negro Race—Exchange price, .20; contract
price, .40.
A. Williams & Co., Raleigh, N. C.
Superintendent of Public Instruction. 51
DRAWING.
Normal Course in Drawing—15 Numbers. 1 to 3. at .08: 4 to 9, at
.15 each.
PEDAGOGY.
Waymarks for Teachers, $1.00.
Silver, Burdett & Co., 29-33 East 19th St., New York.
Note.—No text-books on North Carolina History, Civil Govern-ment,
nor on Agriculture have yet been adopted. Due notice will be
given whenever these adoptions are made.
52 Biennial Report of the
OFFICIAL CIRCULARS AND RULINGS ABOUT
THE BOOKS ADOPTED.
Office of Supt. of Public Instruction.
Raleigh, August 1, 1901.
To County Board of Education and Superintendent of Schools:
In compliance with Section 15, Text-B,ook Law, ratified February S>
1901, I hereby notify you that the books named in enclosed circular
have been adopted by the State Text-Book Commission to be used in
the public schools of North Carolina ior five years, beginning July
1, 1901. These books are to be used as text-books to the exclusion of
all others in all the public free schools in the State.
The law requires that the publishers locate one or more, not ex-ceeding
six, depositories or agencies in every county. You will see
that these agencies are established as conveniently for the people as
possible; one must be at the county seat. It is important, and will
facilitate the convenience of the people, if all the publishers make
arrangements for the same merchant to handle the books on the
public schools list in whatever place a depository is located. The
County Superintendents are directed to inform me of the names of
the dealers that handle books at the county seats.
The law requires that the contract price of every book shall be
stamped on the back, and the book must not be sold to the children
at any greater price than the contract price. Your attention is called
to the latter part of Section 10 of the Text-Book Law.
Acting upon the advice of the Attorney-General, the Text-Book
Commission made no supplementary adoptions. It will be observed
that Drawing is now made one of the regular branches to be taught
in the public schools, and the teachers hereafter will be examined on
that subject as well as on the ,other studies. No books on North
Carolina History, nor on Agriculture, nor on Civil Government have
yet been adopted, but as soon as suitable books are offered on these
subjects, they will be put on the public school list.
The County Boards are advised to have the list of books with the
prices printed on card-board and posted in every public school-house.
Tne law allows one year, from July 1, 1901, for exchanges to be
made in books.
I expect the hearty co-operation of all schaol officers and teachers
in carrying out the Text-Book Law. All failures, either on the part
of publishers or dealers, to carry out the provisions of the law should
be promptly reported.
Yiours truly, T. F. Toon,
Superintendent Public Instruction.
Superintendent of Public Instruction. 53
Office of Supt. of Public Instruction,
Raleigh, August 29, 1901.
To School Officers and all Others Concerned:
Having received numerous inquiries relative to the exchange of
books, and finding that many erroneous opinions prevail about the
law, I submitted the question of exchange of books to the Attorney-
General, and, in reply to my request, he furnished the following
opinion of the law for the information and guidance of school officers
and the patrons of the public schools. General Gilmer says:
"section 10 of said act provides: 'That the contractor or con-tractors
shall take up school books now in use in this State and re-ceive
the same in exchange of new books, allowing a price for such
old books not less than fifty per cent of the contract price of the
new books.'
"Paragraph 5 of the contract entered into between the State of
North Carolina and the book contractors is as follows: That the
said party of the second part further covenants and agrees to supply
each and all of the books or publications embraced in this contract at
the exchange price or prices herein named, in those cases where there
is offered in part payment an old book which was in use in the State
of North Carolina on the 8th day of February, 1901, or which was in
use on July 1, 1901, or which was in use between said dates, and
which is of like grade and upon the same subjects as the one for
which it is taken in part payment, provided the time in which old
books heretofore in use in the State of North Carolina can be ex-changed
for new books, be limited to July 1st, A. D. 1902. That the
Text-Book Law, which is made a part of the contract, declares that
the exchangeable books shall be 'books now in use in this State,' the
date February 8, 1901, mentioned in the contract, being the date of
the ratification of the act. In your letter you say, 'If only the pupils
of schools taught since February 1, 1901, are allowed to exchange,
then the exchange of books would benefit but a small part of the
public school patrons,' alluding to the date mentioned in this letter
of Mr. Brewer. According to my construction of the law and the
contract made with the contractors, the clause 'school books now in
use in this State' determines what books can be exchanged, and these
words, as used in the act, mean those books taught in previous ses-sions
of the school and such Hooks as would be used by patrons in
the schools of this State if the General Assembly had not enacted the
present law providing for the adoption of new books.
"I do not think the certificate, a copy of which you enclose, and
prepared by the contractor, to be signed by the teacher of the public
• school, and undertaking to define the conditions upon which an ex-change
of books can be effected by a public school patron, is author-
54 Biennial Report of the
lzed under the Text-Book Law. The statute does not confer upon the
contractors authority to issue instructions to the managers of school
book depositories, designed as their own interpretation of the condi-tions
under which an exchange of school books can be effected, these
questions being, in my opinion, within the jurisdiction of the State
Text-Book Commission, to be determined in accordance with the law
and the contract entered into with the publishers. Section 14 of the
Text-Book Law declares : 'That the said Commission may, from time
to time, make any necessary regulations not contrary to the pro-visions
of this act to secure the prompt distribution of the books
herein provided for, and the prompt and faithful performance of all
contracts,' and for this purpose it is expressly provided in the said
act that the Text-Book Commission shall maintain its organization
during the five years, which is the period fixed for the expiration of
all contracts entered into between the State and the book publishers.
"In my opinion the execution of the law with reference to the ex-change
of school books should not be attended by any difficulty. The
law clearly contemplates that any book of a certain grade and on a
certain subject which has been used in the public schools, and which
is in a condition to be used, and would have been used but for the
passage of the Text-Book Law, can be exchanged for a book of a simi-lar
grade and on a similar subject at the exchange price provided for
in the contract absolutely without any conditions imposed by the
contractors."
Very respectfully, Robert D. Gilmer,
Attorney-General.
From the above opinion of the Attorney-General, I decide that all
usable books that have been adopted in the counties heretofore are
exchangeable.
Yours truly,
' T. P. Toon,
Superintendent Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, September 19, 1901.
To County Superintendents
:
So many complaints are being made that depositories have not yet
been established conveniently for the people to get books, it isJ there-fore,
deemed proper that you call attention to the Text-Bdok Law on
this matter, and inform the patrons of public schools that whenever
publishers do not supply books by convenient depositories, they can
order them directly from the publishers and get the books delivered
to them at the same price they could from a depository. The law
Superintendent of Public Instruction. 55
says: "Parties living in the country where no agency has been
established, or no arrangements made for distribution, may order the
same from one of the contractors (publishers), and it shall be the
duty of the contractor, or contractors, to deliver any book, or books,
so ordered, to the person ordering, to his post-office address, freight,
express, postage, or other charges prepaid, at the retail contract
price: Provided, the price of the book, or books, so ordered shall be
paid in advance. All books shall be sold to the consumer at the re-tail
contract price."
T. F. Toon,
Superintendent Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, October 9, 1901.
To County Superintendents
:
I. Books adopted by the State on the following branches, Reading
(except First Book), Geography, Grammar, Language Lessons, Arith-metic,
History, Physiology and Pedagogy, can be purchased in cloth,
as well as boards. Owing to the small difference in price, and greater
durability, it is economy to purchase the cloth-bound books.
Publishers will be required to keep books both in cloth and board
binding on hand in depositories, that purchasers may not be forced
to take boards when cloth is desired.
II. A report of all schools in your county which celebrate North
Carolina Day is requested.
III. If your county has not already established six Rural School
Libraries, North Carolina Day furnishes an opportune occasion to
secure your proportion of the State appropriation to Rural School
Libraries, and enable us to ask for increased amount from the next
Legislature. At this time you will have an audience of the best peo-ple
of the1 oommunity, who will not permit your county to lag in in-terest
in these agencies for better schools and general improvement.
T. F. Toon,
Superintendent Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, March 21, 1902.
To County Superintendents
:
I enclose a printed list of books adopted for use in the public
schools by the State Text-Book Commission and of prices and ex-
56 Biennial Report oe the
change prices of these books. I desire to call attention to the fact
that the use of these books in the public schools will be compulsory,
under the law, after July 1, 1902, and that, if old books now in use
are not exchanged before that time, the exchange prices, according to
the contract entered into with the publishers by the State Text-Book
Commission, can not be taken advantage of by patrons of the public
schools. I wish to urge you, therefore, to send written official notice
to all the teachers in your county urging them to notify all children
and patrons of their schools, and to give notice to all the people of
your county through your county paper urging them to take ad-vantage
of these exchange prices before July 1, 1902. If the patrons
of the public schools fail to avail themselves of these low exchange
prices before the beginning of the next school year, they will find
themselves under the hard necessity of being compelled to buy new
books at the full price, and their old books will be left as useless
property on their hands. This would mean, of course, a great loss to
the people of the State and a decided gain to the publishers. Any
book that has been used or could have been used by any child in the
public schools of North Carolina before July 1, 1902, may be ex-changed
for a new book of like grade upon the same subject at the
price quoted.
I send you under separate cover 300 copies of this letter. Send a
copy to every teacher and school committeeman.
Very truly yours, J. Y. Joyner,
Superintendent of Public Instruction.
MISCELLANEOUS RULINGS AND LETTERS.
Office of Supt. of Public Instruction,
Raleigh, June 18. 1901.
To County Boards of Education:
Having been informed that agents are canvassing the various
counties of the State selling worthless school supplies and furniture,
I suggest to the County Boards of Education to instruct the County
Superintendent to endorse no claim for such goods unless the sale is
authorized by your board, in writing, to committeemen, samples of
the goods offered having been examined and approved by your board
in regular session. T. F. Toon,
Superintendent Public Instruction.
Superintendent of Public Instruction. 57
Office of Supt. of Public Instruction,
Raleigh, May 15, 1901.
To County Superintendent
:
I send you "A Call for Volunteer Teachers." Please urge this mat-ter
and secure as many volunteer teachers as you can for work in
your county, or for other counties, as possible. Please report their
names, post-offices, and whether they will teach in your own or prefer
to be assigned to other sections.
We have a great work before us, and the great needs of our chil-dren
make urgent demands upon all of our people. When an enemy
threatens our country, brave men readily offer their services, not
thinking of the small pay soldiers receive, but our country has never
falied to show due appreciation of the sacrifices of patriotic men,
after the battle is over and the victory gained.
Ignorance is a great menace to our material and civil prosperity,
and I verily believe that the noble women and men tnat help in this
hour of need will be liberally rewarded in some way in the future.
The plan, it seems to me, is to place these teachers in the rural dis-tricts
where schools are most needed. Surely the people will be glad
to furnish these volunteer teachers board, if the teachers are giving
them their time and services for nothing.
Please let me hear from you promptly what you can do, or may
have done, in this matter.
Yours truly, T. P. Toon,
Superintendent of Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, June 21, 1901.
To County Boards of Education :
The new school law requires that on the 2d Monday of July your
board shall elect a County Superintendent of Schools. It would
seem needless for me to call your attention to the importance of this
election; but the success of the public schools rests largely upon
your action The Superintendent should be the leading factor in the
administration of the law. From him you will get most of the in-formation
about how the schools are being conducted in your county.
It, therefore, becomes of the highest importance that you secure for
this office the services of one of your best teachers. The work under
the new law will require the entire time of the Superintendent while
the schools are in session. We need in every county in the State a
teacher for Superintendent who has the confidence of the teachers in
his county—a man that is a leader in educational thought and work
58 Biennial Report of the
—
a man that is competent to teach teachers how to teach, a man that
will inspire and arouse the people t

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PART I.
BIENNIAL REPORT
SUPERINTENDENT OF PUBLIC INSTRUCTION.
TEXT BOOK LAW.
AN ACT TO ESTABLISH A TEXT-BOOK COMMISSION.
The General Assembly of North Carolina do enact:
Section 1. That the State Board of Education shall be and is
hereby constituted a State Text-Book Commission, whose duty it is
to select and adopt a uniform series or system of text-books for use
in the public schools in the State of North Carolina
Sec. 2. That said Commission is hereby authorized, empowered and
directed to select and adopt a uniform system or series of text-books
for use in the public schools of the State, as above indicated, and
when so selected and adopted, the text-books shall be used for a
period of five years, in all the public schools of this State, and it
shall not be lawful for any school officer, director or teacher, to use
any other books upon the same branches, other than those adopted
by said State Text-Book Commission. Said uniform series shall in-clude
the following branches, to-wit: Orthography, defining, read-ing,
writing, drawing, arithmetic, geography, grammar, language les-sons,
history of North Carolina, containing the Constitution of the
State; history of the United States, containing the Constitution of the
United States; physiology, hygiene, nature and effect of alcoholic
drinks, and narcotics, elements of civil government, elements of
agriculture, theory and practice of teaching: Provided, that none of
said text-books shall contain anything of a partisan or sectarian
character.
Sec. 3. It shall be the duty of the Governor to appoint a sub-com-mission
of not less than five, nor more than ten, to be selected from
among the teachers, or city or county superintendents, actually en-gaged
in the school business in this State: Provided, that not more
than two of these shall be taken from and Congressional District, to
whom shall be referred all books sent to the State Text-Book Com-mission
as specimen copies or samples, upon which bids are to be
based, and it shall be the duty of said sub-commission, in executive
session, to examine and report upon the merits of the books, irrespec-tive
of the price, taking into consideration the subject-matter of the
books, their printing, their material, and their mechanical qualities,
6 Biennial Report of the
and their general suitability and desirability for the purposes for
which they are desired and intended.
Sec. 4. That it shall further be the duty of said sub-commission to
report to the Commission at such time as said Commission shall
direct, arranging each book in its class, or division, and reporting
them in the order of their merit, pointing out the merits and de-merits
of each book, and indicating what book they recommend for
adoption first, what book is their second choice, and their third
choice, and so on, pursuing this plan with the books submitted upon
each branch of study, and if said sub-commission shall consider dif-ferent
books upon the same subject, or of the same class or division
of approximately even merit, all things being considered, tney shall
so report, and if they consider that any of the books offered are of
such a class as to make them inferior and not worthy of adoption,
they shall, in their report, so designate such books, and in said report
they shall make such recommendations and suggestions to the Com-mission
as they shall deem advisable and proper to make. Said re-port
shall be kept secret and sealed up, and delivered to the secretary
of the Commission, and said report shall not be opened by any mem-ber
of the Commission until the Commission shall meet in executive
session to open and consider the bids, or proposals, of publishers, or
others, desiring to have books adopted by said Commission.
Sec. 5. That each member of said sub-commission, before entering
upon the discharge of his duties, shall take and subscribe an oath to
act honestly, conscientiously, and faithfully, and that he is not now,
and has not within two years prior to his appointment, been agent or
attorney, or in the employment of, or interested in, any book, or pub-lishing
house, concern, or corporation, making, or proposing to make,
bids for the sale of books, pursuant to the provisions of this act; and
that he will examine an books submitted carefully and faithfully,
and make true report thereon, as herein directed and prescribed.
Said oath shall be filed in the office of the Secretary of State.
Sec. 6. That said Text-Book Commission shall hear and consider
said report in its selection and adoption of a uniform series of text-books,
and shall also, themselves, consider the merits of the books,
taking into consideration their subject-matter, the printing, binding,
material, and mechanical quality, and their general suitability and
desirability for the purposes intendeu, and the price of said books,
and they shall give due consideration to the report and recommenda-tion
of said sub-commission. Said Commission shall select and adopt
such books as will, in their best judgment, accomplish the ends de-sired;
and they are hereby authorized and directed, in case any book
or books are deemed by them suitable for adoption, and more de-sirable
than other books, or book, of the same class, or division, sub-mitted,
and they further consider the price at which sucn book, or
books, are offered to be unreasonably high, and that it should be of-
Superintendent of Public Instruction. 7
ferecl at a smaller price, to immediately notify the publisher of such
books, or book, of their decision and request such reduction in price
as they deem reasonable or just, and if they and such publishers shall
agree on a price they may adopt this book, or books, but if not, they
shall use their own sound judgment and discretion whether they
will adopt that or the book, or books, deemed by them the next best
in the list submitted. And when* said Text-Book Commission shall
have finished with the report of said sub-commission, the said report
shall be filed and preserved in the office of the State Superintendent
of Public Instruction, and shall be open at all times for public in-spection.
Sec. 7. That said Text-Book Commission shall, immediately after
the passage of this act, meet and organize, the Governor being ex
officio President of the Commission, and the Superintendent of Public
Instruction its Secretary. As soon as practicable, not later than
thirty days after its organization, the Commission shall advertise ill
such manner, and for such a length of time, and at such places as
may be deemed advisable, that at a time and place fixed definitely in
said advertisement sealed bids, or proposals, will be received from
the publishers of school text-books for furnishing books to the public
schools in the State of North Carolina, through agencies established
by said publishers in several counties, and places in counties in the
State, as may be provided for in such regulations as said Commission
may adopt and prescribe. The bids, or proposals, to be for furnish-ing
the books for a period of five years, and no longer, and that no
bid for a longer period will be considered. Said bid, or bids, shall
state specifically and definitely the price at which book, or books, are
to be furnished, and shall be accompanied by ten or more specimen
copies of eacn and every book proposed to be furnished, and it shall
be required of each bidder to deposit with the Treasurer or the State
a sum of money, such as the Commission may require, not less than
$500, or more than $2,500, according to t>.e number of books each bid-der
may propose to supply, and notice shall further be given in said
advertisement that such deposits shall be forfeited absolutely to the
State if the bidder making the deposit of any sum shall fail or refuse
to make and execute such contract and bond, as is hereinafter re-quired,
within such time as the Commission shall require, which time
shall also be stated in said advertisement. All bids shall be sealed
and deposited with the Secretary of State, to be by him delivered to
the Commission when they are in executive session, for the purpose
of considering the same, when they shall be opened in the presence of
the Commission.
Sec. 8. That it shall be the duty of the said Text-Book Commission
to meet at the time and place designated in such notice, or advertise-ment,
and take out the sample, or specimen, copies submitted, upon
8 Biennial Report of the
which the bids are based, and refer and submit them to the sub-com-mission,
as provided for and directed in section 3 of this act, with in-structions
to the said sub-commission to report back to them, at a
time specified, with their report, classification and recommendation,
as provided in sections 3 and 4. When the said report is submitted
it shall be the duty of the said Text-Book Commission to meet in ex-ecutive
session to open and examine all sealed proposals submitted
and received in pursuance of the notice, or advertisement, provided
for in section 7 of this act. It shall be the duty of said Commission
to examine and consider carefully all such bids, or proposals, together
with the report and recommendation of the sub-commission, and de-termine
in the manner provided in section 6 of this act what book, or
books, upon the branch hereinabove mentioned, shall be selected for
adoption, taking into consideration the size, quality as to the sub-ject-
matter, material, printing, binding, and the mechanical execu-tion,
and price, and the general suitability for the purpose desired
and intended: Provided, however, that all books selected or adopted
shall be written or printed in English. After their selection or adop-tion
shall have been made, the said Commission shall, by registered
letter, notify the publishers, or proposers, to whom the contracts
have been awarded, and it shall be the duty of the Attorney-General
of the State to prepare the said contract, or contracts, in accordance
with the terms, or provisions, of this act, and the said contract shall
be executed by the Governor and the Secretary of State, and the seal
of the State attached upon the part of the State jof North Carolina,
and the said contract shall be executed in triplicate, one copy to be
kept by the contractor, one copy to be kept by the secretary of the
Text-Book Commission, and one copy to be filed in the office of the
Secretary of State. At the time of the execution of the contract
aforesaid, the contractor shall enter into a bond in the sum of not
less than ten thousand dollars, payable to the State of North Caro-lina,
the amount of said bond, within said limits, to be fixed by said
Commission, conditioned for the faithful, honest and exact perform-ance
of this contract, and shall further provide for the payment of
reasonable attorney's fees in case of recovery in any suit upon the
same, with three or more good and solvent sureties, actual citizens
and residents of the State of North Carolina, or any guaranty com-pany
authorized to do business in the State of North Carolina, may
become the surety on the said bond; and it shall be the duty of the
Attorney-General to prepare and approve said bond: Provided, how-ever,
that said bond shall not be exhausted by a single recovery, but
may be sued on from time to time until the full amount thereof shall
be recovered, and the said Commission may, at any time, by giving
thirty days' notice, require additional security or additional bond.
And when any firm person or corporation shall have been awarded a
Superintendent of Public Instruction. 9
contract, and submitted therewith the bond as required hereunder,
the Commission, through its Secretary, shall so inform the Treasurer
of the State, and it shall then b3 the duty of tha Treasurer to return
to such contractor the cash deposit made by him, and the said Com-mission,
through its Secretary, shall inform the Treasurer of the
names of such unsuccessful bidders, or proposers, and the Treasurer
shall; upon the receipt of this notice, return to them the amount de-posited
by them in cash at the time of the submission of their bids.
But should any person, firm, or company, or corporation fail, or re-fuse,
to execute a contract, and submit therewith his bond as re-quired
by this act, within thirty days of the awarding of the contract
to him, and the mailing of the registered letter containing the no-tice:
Provided, the mailing of the registered letter snail be suffi-cient
evidence that the notice was given and received, the said cash
deposit shall be deemed and is hereby declared forfeited to the State
of North Carolina, and it shall be the duty of the Treasurer to place
such cash deposit in the treasury of the State to the credit of the
school fund: And provided further, that any recovery had on any
bond given by any contractor shall inure to the benefit of the school
fund in the State and counties, and when collected shall be placed in
the treasury of the school fund.
Sec. 9. That the books furnished under any contract shall, at all
times during the existence of the contract, be equal to, in all respects,
the specimen, or sample, copies furnished with the bid, ana it shall
be the duty of the Secretary of State to carefully preserve in his
office, as the standard of quality and excellence to be maintained in
such books during the continuance of such contracts, the specimen, or
sample, copies of all bo;oks which have been the basis of any con-tract,
together with the original bid, or proposal. It shall be the
duty of all contractors to print plainly on the back of each book the
contract price, as well as the exchange price at which it, is agreed to
be furnished, but the books submitted as sample, or specimen copies,
with the original bid shall not have the price printed on them before
they are submitted to the sub-commission. And the said Text-Book
Commission shall not, in any case, contract with any person, pub-lisher,
or publishers, for the use of any book, or books, which are to
be, or shall be, sold to patrons for use in any public school in the
State, at above, or in excess of, the price at which such book, or
books, are furnished by said person, publisher, or publishers, under
contract to any State, county or school district in the United States,
under like conditions as those prevailing in this State and under this
act. And it shall be stipulated in each contract that the contractor
has never furnished, and is not now furnishing, under contract, any
State, county or school district in the United States, where like con-ditions
prevail as are prevailing in this State, and under this act. the
10 Biennial Report of the
same book, or books, as are embraced in said contract at a price below
or less than price stipulated in said contract, and the said Commis-sion
is hereby authorized and directed, at any time that they may
find that any book, or books, have been sold at a lower price under
contract to any State, county or school district aforesaid, to sue upon
the bond of said contractor and recover the difference between the
contract and the lower price for which they find the book, or books,
have been sold. And in case any contractor shall fail to execute
specifically the terms and provisions of his contract, said Commis-sion
is hereby authorized, empowered and directed to bring suit upon
the bond of such contractor for the recovery of any and all damages,
the suit to be in the name of the State of North Carolina, and the
recovery for the benefit of the public school fund. But nothing in
this act shall be construed so as to prevent said Commission and any
contractor agreeing thereto from in any manner changing or altering
any contract: Provided, four members of the Commission shall
agree to the change, and think it advisable and for the best interest
of the public schools of this State.
Sec. 10. That it shall always be a part of the terms and conditions
of every contract made in pursuance of this act, that the State of
North Carolina shall not be liable to any contractor in any manner
for any sum whatever, but all such contractors shall receive their
pay, or consideration, in compensation solely and exclusively derived
from the proceeds of the sale of books as provided for in this act:
Provided further, that the Commission shall stipulate in the contraci
for the supplying of any book, or books, as herein provided, that the
contractor, or contractors, shall take up school books now in use in
this State and receive the same in exchange of new books, allowing a
price for such old books not less than fifty per cent of the contract
price of the new books. And each person or publisher, making a bid
for the supplying of any book, or books, hereunder, shall state in
such bid, or proposal, the exchange price at which such book, or
books, shall be furnished.
Sec. 11. That the Text-Book Commission shall have and reserve
the right to reject any and all bids, or proposals, if they shall be of
opinion that any or all should, for any reason, be rejected. And in
case they fail from among the bids, or proposals submitted, to select
or adopt any book, or books, from any of the branches mentioned in
section 2 of this act, they may re-advertise for sealed bids, or pro-posals,
under the same terms and conditions as before, and proceed
in their investigations in all respects as they did in the first instance,
and as required by the terms and provisions of this act, or they may
advertise for sealed bids, or proposals, from authors, or publishers, of
text-books, who have manuscripts of books not yet published, for
prices at which they will publish and furnish in book form such man-
Superintendent of Public Instruction. 11
uscripts for use in the public schools in North Carolina, proceeding in
like manner as before: And provided further, the State itself shall
not, under any circumstances, enter into any contract binding it to
pay for the publication of any book, or books, but in the contract with
the owner of the manuscript it shall be provided that he shall pay the
compensation to the publisher for the publication and putting in book
form the manuscript, together with the cost and expenses of copy-righting
the same: And provided further, that in all cases bids, or
proposals, shall be accompanied with a cash deposit of from $500 to
$2,500, as the Commission may direct, and as provided in section 7 of
this act. And it is further expressly provided, that any person, firm
or corporation now doing business, or proposing to do business, in the
State of North Carolina, shall have' the right to bid for the contract
to be awarded hereunder in manner as follows: In response to tL
advertisement, when made as hereinbefore provided, said person,
firms or corporations may submit the written bid, or bids, to edit, or
have edited, published and supplied for use in the public schools in
this State any book, or books, provided for hereunder: Provided,
that instead of filing with the said bids, or proposals, a sample or
specimen, of copy of each book proposed to be furnished, he may ex-hibit
to the Commission in manuscript, or printed form, the matter
proposed to be incorporated in any book, together with such a de-scription
and illustration of the form and style thereof, as will be
fully intelligible and satisfactory to the said Commission, or he may
submit a book, or books, the equal of which in every way they pro-pose
to furnish; and he shall accompany his bids, or proposals, with
cash deposit hereinbefore provided: Provided, that all books and
manuscripts shall be examined and reported upon by said sub-com-mission
provided for in section 3 of this act.
Sec. 12. That as soon as said Commission shall have entered into a
contract, or contracts, for the furnishing, or supplying, of books for
use in the public schools in this State, it shall be the duty of the
Governor to issue his proclamation announcing such fact to the peo-ple
of the State.
Sec. 13. That there shall be maintained in each county in the State,
provided the Commission shall deem it advisable, and so demand, not
less than one, or more than six, agencies for the distribution of the
books to the patrons, or the contractor shall be permitted to make
arrangements with merchants, or others, for the handling and distri-bution
of the books, and parties living in the county where no agency
has been established, or no arrangement made for distribution, may
order the same from one of the contractors, and it shall be the duty
of the contractor, or contractors, to deliver any book, or books, so
ordered, to the person ordering, to his post-office address, freight, ex-press,
postage, or other charges, prepaid, at the retail contract price:
12 Biennial Report of the
Provided, the price of the book, or books, so ordered shall be paid in
advance. All books shall be sold to the consumer at the retail con-tract
price, and on each book shall be printed the following: "The
price fixed hereon is fixed by State contract, and any deviation there-from
shall be reported to your County Superintendent of Public In-struction,
or the State Superintendent at Raleigh." And it is ex-pressly
provided that should any party contracting to furnish books,
as provided for in this act, fail to furnish them, or otherwise breach
his contract, in addition to the right of the State to sue on the bond
hereinabove required, the chairman of the County Board of Educa-tion,
or any member of said Board of Education, may sue in the
name of the State of North Carolina, in the courts of the State of
North Carolina having jurisdiction, and recover on the bond given by
the contractor the full value of the books so failed to be furnished,
for the use and benefit of the school fund of the county: Provided,
that in all cases service of process may be had and deemed sufficient
on any agent of the contractor in the county, or if no agent is in the
county, then service of any depository, and this service shall be, and
stand in the place of service on the defendant contractor.
Sec. 14. That said Commission may, from time to time, make any
necessary regulations not contrary to the provisions of this act, to
secure the prompt distribution of the books herein provided for, and
the prompt and faithful performance of all contracts, and it is espe-cially
now provided that said Commission shall maintain its organi-zation
during the five years of the continuance of the contract, and
after the expiration of the same to re-advertise for new bids, or pro-posals,
as required by this act, in the first instance, and enter into
such other contracts as they may deem best for the interest of the
patrons of the public schools of the State: Provided, any contract
entered into, or renev ed, shall be for the term of five years.
Sec. 15. That as soon as practicable after the adoption provided for
in this act, the Scute Superintendent shall issue a circular letter to
each County Superintendent in the State, and to such others as he
may desire to send it, which letter shall contain the list of books
adopted, the prices, location of agencies, and method of distribution,
a^d such other information as he may deem necessary.
Sec. 16. That as soon after the passage of this act as may be prac-ticable,
and the Commission shall deem advisable, the books adopted
as a uniform system of text-books shall be introduced and used as
text-books, to the exclusion of all others in all the public free schools
in the State: Provided, that nothing herein shall be so construed
as to prevent the use of supplementary books, but such supplement-ary
books shall not be used to the exclusion of the books prescribed,
or adopted, under the provisions of this act: And provided further,
that nothing in this act shall prevent the teaching in any school any
SUPERINTENDENT OF PUBLIC INSTRUCTION. 13
branch higher, or more advanced, than is embraced in section 2 of
this act, nor the use of any book upon such higher branch of study:
Provided, that such higher branch shall not be taught to the ex-clusion
of the branches mentioned and set out in section 2 of this act.
Sec. 17. That nothing herein shall be construed to prevent or pro-hibit
the patrons of the public schools throughout the State from pro-curing
books in the usual way, in case no contract shall be made, or
the contractor fails, or refuses, to furnish the books provided for in
this act at the time required for their use in the respective schools.
Sec. 18. That any teacher who shall wilfully use, or permit to be
used, in his or her school, any text-book upon the branches embraced
in this act where the Commission has adopted a book upon that
branch, other than the one so adopted, the County Board of Educa-tion
shall discharge and cancel the certificate of said teacher, or
school superintendent: Provided, that they may use, or permit to be
used, such book, or books, as may now be owned by the pupils of the
school, until such books are worn out, not exceeding one year from
date of adoption.
Sec. 19. That any dealer, clerk, or agent, who shall sell any book
for a greater price than the contract price shall be guilty of a mis-demeanor,
and upon conviction shall be punished by a fine not ex-ceeding
$50.00.
Sec. 20. That said Text-Book Commission shall serve without com-pensation,
and members of the sub-commission actually serving shall
be paid a per diem of four dollars per day, during the time that they
are actually engaged, not to exceed thirty days, and in addition shall
be repaid all money actually expended by them in the payment of
necessary expenses, to be paid out of the public school fund, and they
shall make out and swear to an itemized statement of such expenses.
Sec. 21. That all laws and clauses of laws in conflict with this act
be and the same are hereby repealed.
Sec. 22. That this act shall be in force from and after its ratifica-tion.
In the General Assembly read three times, and ratified this the 8th
day of February, A. D. 1901.
14 Biennial Report of the
SUB TEXT-BOOK COMMISSION.
In compliance with the Text-Book Law, Section 3, Gov-emor
Charles B. Aycoek appointed the following teachers
and superintendents to constitute the Sub Text-Book Commis-sion,
to examine and report upon the merits of text-books
submitted to them
:
Prof. J. Y. Joyxer. CJitiirnuin , Professor English Liter-ature,
Normal and Industrial College, Greensboro, 1ST. C.
Prof. J. L. Kesler, Secretary, Professor of Chemistry,
Baptist Female University, Raleigh, X. C.
Hox. J. C. Scarborough, Superintendent of Hertford
County, Murfreesboro, X. C.
Prof. J. D. Hodges, Superintendent of Davie County,
Augusta, X. C.
Hox. J. A. Butler, Superintendent of Iredell County,
Statesville, X. C.
Prof. C. C. Wright, Superintendent of Wilkes County,
AVilkesboro, X. C.
W. L. Carmichael, Superintendent of Transylvania Coun-ty,
Brevard, N. C.
Prof. J. I. Foust, Superintendent of City Schools, Golds-boro,
X. C.
Prof R. L. Flowers, Professor of Mathematics, Trinity
( 'ollege, Durham, X. C.
Rev. C. G. Vardell, President of Female Seminary, Red
Springs, X. C.
The Sub-Commission met in the Capitol Building April
. ., 1901, and, after a careful examination of all the books
submitted to them, made the following report on May 1,
1901
:
Superintendent of Public Instruction. 15
REPORT OF SUB-COMMISSION.
To the State Text-Book Commission:
Having completed the examination of all text-books submitted to
us, using our utmost ability to discover and recommend to you only
the best books, because, in our opinion, an inferior book is dear at
any price, and having considered in detail the merits and demerits of
every book submitted, in accordance with the letter and spirit of the
law and of our oaths "to examine and report upon the merits of the
books, irrespective of the price, taking into consideration the subject-matter
of the books, their printing, their material, and their mechan-ical
qualities and their general suitability and desirability for the
purposes for which they are desired and intended," we beg leave to
submit the following:
SPELLING.
1. We recommend as our first choice, Common School Speller, com-plete,
Branson, published by B. F. Johnson Pub. Co. The press work,
type, paper and binding are all good. In this book the words have
been carefully selected and furnish a good vocabulary for. the student
mastering them. The arrangement of these words is good, being
based on sound phonic principles, introducing the short vowel sounds
before the long ones. We commend the arrangement according to
subjects; also, the marking of silent letters and the key to the pro-nunciation
of difficult words.
2. Harrington's Spelling Book, complete, American Book Co., is our
second choice. This is a good book, but neither in its mechanical
make-up, plan or execution of plan is it so satisfactory as our first
choice.
3. Word by Word, Stickney, Ginn & Co., is our third choice. This
book is in two volumes. The words of this book are neither so well
graded nor so well arranged as those of the two preceding, and proba-bly
savors a little too much of the primer.
We commend all of the above books, and recommend them in the
above order.
4. The action of the sub-commission being unanimous in regard to
these three books as superior to all others submitted, we include in a
fourth class the following. These contain many excellencies, but are
not so well suited to our schools as the three designated; we there-fore
include in this fourth class:
The Progressive Speller—D. C. Heath & Co.
The Practical Speller—D. C. Heath & Co.
Penniman's New Practical Speller—D. C. Heath & Co.
Normal Course in Spelling—Silver, Burdett & Co.
Reed's Word Lessons—Maynard, Merrill & Co.
16 Biennial Report of the
Practical Speller and Definer—D. C. Heath & Co.
Merrill's Speller—Maynard, Merrill & Co.
Benedict's Primary and Advanced Speller—R. L. Myers & Co.
The Student's Standard Speller—Potter & Putnam.
English Words as Spoken and Written—Globe School Book Co.
C. G. Vardell. C. C. Weight.
Jas. A. Butler. J. I. Foust.
J. Y. Joyner. John C. Scarborough.
J. L. Kesler. W. L. Carmichael.
R. L. Flowers. J. D. Hodges.
REPORT ON DEFINING.
Webster's and Worcester's Dictionaries are before the sub-commis-sion.
Both of these are most excellent books. As our first choice we
name Webster.
C. 0- Vardell. C. C. Wright.
Jas. A. Butler. J. I. Foust.
J. Y. Joyner, John C. Scarborough.
J. L. Kesler. W. L. Carmichael.
R. L. Flowers. J. D. Hodges.
READERS.
Stepping Stones to Literature—Silver, Burdett & Co.
We have examined very carefully all Readers submitted, and un-hesitatingly
pronounce Stepping Stones to Literature our first choice.
Our reasons for this conclusion are set forth below.
MECHANICAL QUALITIES.
In order to decide the relative merits of the different series with
reference to mechanical qualities, we made a thorough investigation
of the following points: (1) Press-work, (2) binding, (3) illustra-tions,
(4) quality of paper, (5) general appearance of the books. As
a result of this investigation we find that we can commend very
highly several of the series submitted, but we are of the opinion that
Stepping Stones to Liteature and Cyr's Readers are superior to all
others and may be ranked in the same class, the former, however,
being considered preferable.
SUBJECT-MATTER OF THE BOOKS.
A careful examination of the subject-matter of the series convinced
us that it is almost an ideal one for our schools, and a comparison
with the other series submitted showed that it was, in our judgment,
Superintendent of Public Instruction. 17
much superior to all othors. The reasons for this conclusion are set
forth in the following:
(1) The books are well graded. New and difficult words are intro-duced
in such proportion and manner as to enable the children to
keep pace with the progress of the book.
After examining carefully the words in the First Reader of this
series, we were convinced that they are well chosen, and are such as
the child can very easily comprehend. A comparison of these words
one by one with the words of other First Readers demonstrated, in
our judgment, that the First Reader of Stepping Stones to Litera-ture
was, with possibly one exception, superior to all others.
(2) The selections are well adapted to the understanding, and be-long
to the class which the experience of the world pronounces best
suited to hold the interest of children. (See First Reader, pages
101, 105 and 125.)
(3) These books are fashioned after a definite plan. The enthusi-asm
and interest aroused in one lesson will be an aid in teaching the
next. This result can not be obtained unless there is a unity con-necting
the different sub-divisions of the book. The feature men-tioned
is not so noticeably true in any other series. The subject
chosen is consistently worked out before proceeding to another. As
an example of this, see First Reader, pages 38-52, 53-66, 69-86. etc.
The other readers of the series will sustain this point if they are
carefully examined.
(4) Nearly every selection is a recognized literary masterpiece.
By placing these' in the hands of our children we shall furnish them
with a very respectable library of the best productions of our greatest
prose and poetry writers. These selections are not "scrappy," but
there is always a sufficient amount chosen from each writer to make
the production stand out as a whole. In many readers there are so
many writers and subjects introduced that the student becomes con-fused,
and hence can not feel with assurance that he has obtained
anything from his study. We respectfully suggest that your Com-mission
make a comparison from this standpoint of Stepping Stones
to Literature with any or all other readers. As to the excellence of
literary rendering of the same or kindred pieces, compare Stepping
Stones. Second Book, page 18, with Graded Literature Readers.
See book, page 7; Johnson's Second Reader, page 27; Normal Course,
Second Book, page 128, and New Era, page 91. Also, compare Step-ping
Stones. Second Reader, page 37, with Graded Literature Read-ers,
Second Book, page 15; Stepping Stones, Second Book, page
137, with Holmes' Second Book, page 80, etc.
(5) The books will arouse and maintain the interest of the child.
The lessons are correlated to the peculiar nature, to the interests, the
emotions, and the sympathies of children. There is no strained at-
18 Biennial Report of the
tempt at the mechanical correlation of subjects. While this latter
may be important, the child must be recognized as the central object
in this work.
(6) The books can be obtained either as a five (5) book series,
suited to the peculiar conditions of our country schools, or in an
eight-book series.
(7) We also call your attention to the fact that the books are fur-nished
either in cloth or boards, there being no difference in the two
sets except in the binding. This is a decided advantage.
(8) The arrangement of the words for spelling lessons is good.
At the beginning or end of each lesson we find a list containing all
new' words which are used in the reading matter. Besides this there
are lists of words arranged, at intervals, in the lower books, accord-ing
to form and sound, for special drill in spelling.
(9) We consider these books admirably adapted to use in our
country schools where very little real literature is found. They can
have no other effect than that of producing a desire to read the best,
and to know more of the writers who have expressed their thoughts
so beautifully.
In conclusion, we desire to say that it nas never been our privilege
to examine a more admirable set of books. While other good readers
have been submitted to and examined by us, we believe a mistake
would be made if our children are not given the inspiration which
would follow the reading of such books, and hence we earnestly com-mend
them to you as our first choice.
GRADED LITERATURE READERS.
Mechanical Outlines.
As to mechanical qualities, we examined these books in the same
manner as indicated above, and find them first-class in every respect.
Subject-Matter.
This is a good, strong series of readers in almost every point men-tioned
above. In literary finish they will not measure up to "Step-ping
Stones to Literature." We are of the opinion, also, that they
will not prove so interesting to the children. The plan is not so defi-nite
and well wrought o^t. We recommend them as second choice.
CYR'S READERS.
In mechanical qualities these rank among the first. Binding,
printing, etc., are all that could be desired. While they are admirable
as to subject-matter, they are not so well adapted to the conditions of
our ordinary school;?. For example, in the Second Reader we find
biographies of Longfellow and Whittier. These are well rendered,
but we doubt whether they could be successfully used where there is
no library. This series is our third choice.
Superintendent of Public Instruction. 10
baldwin's readers by grades.
These are good readers. They will rank in the first class when
paper, binding, etc., are considered. We consider them about equal to
the Graded Literature Readers in subject-matter. The readers are,
however, especially designed for use in our city schools where there
is an abundance of supplementary reading. We place these in the
fourth class.
In the fifth class we put the following readers, with the suggestion
that your Commission do not adopt them for use in our schools. (We
have endeavored to arrange them in order of merit)
:
1. The Stickney Readers.
There is no special feature in these books. They are weak, lacking
the vigor found in many of the other readers. The lack of definite
plan is evident.
These books are not attractive. The illustrations are poorly exe-cuted,
many of the pictures being blurred. The choice of selections
is good, but they are in many cases awkwardly rendered and loosely
graded. The series as a whole shows much haste in preparation.
There are some commendable features. The suggestions and aids for
language work, arrangement of words, phonetically, are endorsed by
us. We do not believe the binding would prove durable. The body
of the book breaks away easily from the back.
2. Normal course in Reading.
The mechanical construction of this series is all that could be
desired.
The most serious defect is in the selection of material, not interest-ing,
and will not lay so sure a foundation for literary culture as
many other books submitted. In working out the subjects chosen,
this series is not the equal of many others.
- 3. Holmes' Readers.
There is no objection to mechanical construction. The selections
in the first books are not such as will appeal to the children. The
rendering of these selections is far inferior to that found in many of
the readers submitted. We respectfully suggest that your Commis-sion
compare these readers with those contained in our first list in
order to convince yourselves on this point. We do not find any unity
of purpose connecting the different lessons nor the different books of
tne series. Compare lessons LIX, LV, LVI, etc., of the First Reader.
There are so many different subjects and different authors introduced
as to render the books "scrappy." The grading of the First Reader,
so far as the words are concerned, is excellent, but in thought it is
very poor.
20 Biennial Report of the
3. McGuffey's Readers.
New Era Readers.
Brumbough's Readers.
These we place in the last division of those readers which we class
as undesirable. The selections are not of the best. They lack defi-nite
plan in thought development. From the literary standpoint
they rank very low.
PRIMERS.
It is the unanimous recommendation of the sub-commission that a
Primer be adopted to be used in schools where one is desired.
Moses' First Reader, by B. F. Johnson & Co., is recommended as
our first choice.
The other Primers substituted are not recommended, and are ar-ranged
in order of merit:
1. Beginner's Reader—D. C. Heath & Co.
2. Wheeler's Primer—W. H. Wheeler & Co.
3. Johnson's Primer—B. F. Johnson Company.
4. Werner Primer—Werner School Book Company.
5. Vertical Script Primer—Potter, Putnam & Co.
C. G. Vaedell. J. D. Hodges.
Jas. A. Butler. J- Y. Joyner.
J. L. Kesler. R- L- Flowers.
J. I. Foust.
MINORITY REPORT ON READERS.
We, the undersigned members of the Sub-Commission on Text-
Books, find ourselves differing in judgment as to the best readers for
use in our public schools, from the majority of our associates. We
submit this as our minority report on readers.
We are clearly of the opinion that Holmes' Series of Readers is the
best offered for our consideration. We consider that we need not
multiply words in very great numbers in expressing our views on this
subject.
There is much said by many people about modern education and
modern methods in education, and the word modern is dwelt upon
with great emphasis, as if to be modern was to be necessarily the
best; and modern, by some, is used as an exact synonym of excellent.
As a matter of fact, the only new idea in the last decade or more
accepted with reference to reading taught the first and second years,
is that reading should be closely correlated with the other studies of
the children, or other subjects related to reading should be taught at
the same time and along with the reading. This modern idea, if in-
Superintendent of Public Instruction. 21
deed it is modern (the writer of this was taught sentence-making and
writing of sentences years ago along with First and Second Reader
work, by a Yankee from Connecticut, who lived in the South for
many years, and died in Johnston County, North Carolina, a few
years ago), is well brought out and provided for in Holmes' Series of
Readers. They have been kept abreast of the times by careful re-vision
by practical educators, as far as this and other methods, that
are accepted by first-rate, conservative educators, are concerned. This
tendency to "correlation" in all proper ways and to the comprehen-sion
of children, reading in First Reader work, has been well looked
after and provided for in Holmes' Series of Readers for primary
work.
Another modern maxim, so-called, was heard by the writer twenty-five
years (.a quarter of a century) ago—"Children learn to do by do-ing."
To this careful attention has been given in Holmes' First
Reader. We refer to the book and ask a careful examination of it
in proof of what we say.
It is also careful about the explanation of new words, in meaning,
etc.. before using them. And careful effort has been made not to
present long sentences, or sentences of unusual construction as
wholes to children, but to so present them in parts as to relieve the
child from difficulty and halting in repeating such sentences as
wholes. Advantage has been taken of the fact that a large per-centage
of English words falls under phonic laws. Special effort is
made through this fact to teach the child proper pronunciation and
to give the child the ability to work out for himself the proper
"voice" of a word, and the correct spelling of words. This sub-com-mission
has unanimously recommended Moses' First Reader as a
Primer, because of its phonic emphasis as much as anything else
about it. It has also recommended Branson's Speller, because of its
closely following Webster's Spelling Book in its phonic methods.
Holmes' Readers are based on the same principles of our language.
But we can not enumerate all the features of excellence accepted by
wise, modern, conservative educators. The First Reader, in brief,
embodies the wisest devices in method and the permanent results of
experience. It is neither a fossil nor an experiment.. We urge it on
its merits. It is, in our judgment, the best book on the subject, and
should be kept on our list. It is admitted that it is the best graded
of all the First Readers submitted to us; that it has fewer words not
easily got by the child; that it. has more words easily got by the
child, as compared with "Stepping Stones to Literature;" and is
placed in first rank as to binding, and that it contains no words not
found in the vocabulary of the child.
The Second Reader follows the First in its excellence, and the first
principles of composition are taught. The use of script in the lower
22 Biennial Report of the
readers is an excellent feature. The selections are interesting and at
the same time instructive. All through the series the hand of a wise
master is apparent, and the safe, wise and progressive mind of a
first-class education shines out all through from beginning to end of
the entire series.
The selections for the higher readers, Fifth, specially, are well
chosen, of wide range of subjects and authors, and from all sections.
The South is not ignored, but is placed alongside of all other sec-tions.
The books are broad and national and patriotic. We ask a com-parison
of these with other readers fairly made on merit and not on
powers, ruffles and frills. We believe we are right. We have decided
convictions about the whole subject, which we can not surrender.
We have had long and varied experience in public school work. We
know our people of all classes, and think we know something of their
needs and necessities. We ask a fair, calm and impartial considera-tion
of the books, and of our position about this matter. On their
merit they are entitled, in our judgment, to be placed on our list,
where they have had their growth. They have been in the schools of
North Carolina for twenty years or more. They have been kept up
to date in their make-up, plans and methods. Our schools are already
uniformed with them. Our people have them in their homes. We
think, on their merits, in subject-matter, printing, material, binding
and mechanical qualities, that they are eminently suitable and de-sirable
for use in our schools.
We recommend Johnson's Series of Readers as our second choice
for our schools.
Respectfully submitted,
John C. Scarborough,
W. L. Carmichael.
C. C. Wright.
WRITING.
There are two systems of writing—the Vertical and the Slant
—
submitted to us for examination. It is our opinion that both sys-tems
should be adopted, giving to teachers the opportunity to use the
system which they prefer. We make two recommendations, and
make our report on both systems.
VERTICAL SYSTEM.
1. Spencerian Penmanship—American Book Company.
In our opinion this is an excellent series. It is somewhat of a
combination of a Vertical and the Slant systems. It avoids the angu-
Superintendent 'of Public Instruction. 23
larity of one and the roundness of the other. The letters are easily
made, and are very legible. Children having used one system may
readily become proficient in the other. This combination makes a
system well adapted to business purposes.
2. Natural System of Vertical Writing—D. C. Heath & Co.
3. Normal Revised System—Silver, Burdett & Co.
4. Merrill s Vertical Penmanship—Maynard, Merrill & Co.
5. Merrill's Modern Penmanship—Maynard, Merrill & Co.
6. Johnson's Progressive Vertical Writing—B. F. Johnson Co.
7. New Era System of Vertical Writing^—Eaton & Co.
8. Rapid Business System of Vertical Writing—B. F. Johnson Co.
9. Standard Vertical Writing—Christopher Sower Co.
10. Barnes's National Vertical Penmanship—American Book Co.
11. New Ideal Copy Books—R. L. Myers & Co.
12. Bowen's Practical System of Vertical Writing—Globe School
Book Co.
We recommend the series as follows:
First Choice—No 1.
Second Choice (equal merit)—Nos. 2, 3, 4.
Third Choice—Nos. 5, 6, 7, 8, 9, 10, 11, 12.
SLANT SYSTEM.
1. Smithdeal's Practical and Progressive Writing Books—B. F.
Johnson & Co.
This series is a very good one. It is very legible and easily exe-cuted.
We consider this a suitable series for use in the public
schools.
2. Harper's Copy Books—American Book Co.
3. Spencerian System of Penmanship—American Book Co.
4. Popular System of Penmanship—Christopher Sower Co.
5. Barnes's Natural Slant Penmanship—American Book Co.
We maice the following recommeudations:
First Choice—No. 1.
Second Choice (equal merit)—Nos. 2 and 3.
Third Choice (equal merit)—Nos. 4 and 5.
C. G. Vardell. Jas. A. Butler.
J. I. Foust. C. C. Wright.
J. D. Hodges. John C. Scarborough.
J. Y. Joyner. W. L. Carmichael.
R. L. Flowers. J. L. Kesler.
24 Biennial Report-of the
DRAWING.
The following t^ries of drawing books were submitted:
The Normal Drawing Course, by Silver, Burdett & Co.
Eclectic System of Industrial, Free-hand and Mechanical Drawing,
by The American Book Company.
New Short Course in Drawing, by D. C. Heath & Co.
We recommend as our first choice "The Normal Drawing Course,'
by Silver Burdett & Co.
The other two series are recommended as being of approximately
equal merit.
C. G. Vardell. J. L. Kesler.
J. I. Foust. J. D. Hodges.
W. L. Carmichael. C. C. Weight.
J. Y. Joynee. John C. Scarborough.
R. L. Flowers. Jas. A. Butler.
ARITHMETIC.
The recommendations in regard to Mathematics given below were
all unanimous, with the exception that in the first series recom-mended
Messrs. Scarborough, Carmichael and Wright recommended
that Sanford's Intermediate and Common School Arithmetics be
adopted for use between Milne's Elements of Arithmetic and Milne's
btandard Arithmetic, making a four-book series. In the opinion of
the other members of the sub-commission this would be unwise, be-cause,
in their judgment, all the work necessary to be taken is in-cluded
in the two-book series.
It was the unanimous opinion of the sub-commission that a Mental
Arithmetic be adopted as supplementary. It was the opinion of the
sub-commission, also, that with the exception mentioned above, a two-book
course was sufficient, and the arithmetics are recommended in
two-book series.
The books submitted are as follows:
1. Milne's Elements of Arithmetic—American Book Company.
Milne's Standard Arithmetic—American Book Company.
The two books form an excellent series. The methods employed in
the development of the different subjects conform to the most modern
ideas of teaching arithmetic. In the Elements of Arithmetic the de-velopment
of the idea of number is good. The inductive plan is used
to great advantage. Combinations of numbers is treated very care-fully
before beginning analysis. The explanations are all clear and
concise. The child is led by "natural, progressive steps to a thorough
Superintendent of Public Instruction. 25
understanding of the definitions, principles, processes and rules be-fore
he is required to state them." This we consider to be the test to
be applied to all arithmetics.
By this means definitions and rules signify something to the child,
for he has already grasped the ideas which they are intended to con-vey.
Too much importance can not be attached to the method which
leads a child to investigate and understand, and not to rely on follow-ing
blindly a rule which he has memorized, but does not understand.
This series is well graded. The "order and arrangement of the sub-jects,
though they are in some respects a departure from that usually
given," are excellent. Two ideas are combined—one, development of
the reasoning powers, and the other, skill in computation.
In almost every respect this series is an ideal one, and is unani-mously
recommended as our first choice.
2. Colaw & Ellwood's Primary Arithmetic—B. F. Johnson 6 Co.
Oolaw & Elwood's School Arithmetic—B. F. .Johnson & Co.
The criticism of Milne's Series would in the main apply to this
series, though we do not think that in every respect Colaw & El-wood's
equals Milne's. In the Primary Arithmetic we thinK that it
does not progress as rapidly as Milne's Elements. The School Arith-metic
has many excellent points, and the series as a whole is a good
one. Applying the same test as outlined in the criticism of Milne's
Series, we unanimously recommend this as our second choice.
3. WentworWs Elementary Arithmetic—Ginn & Co.
Wenticorth's Practical Arithmetic—Ginn & Co.
Judged by the same standards applied to the two series above, we
consider this a good series. The Elementary Arithmetic is an excel-lent
one. The excellent qualities ascribed to Milne's Elements of
Arithmetic may be applied to this. \Ve do not, however, consider the
Practical Arithmetic the equal of Milne's Standard, and as a series we
unanimously recommend this as our third choice.
The illustrations in the Primary are not good, and the mechanical
make-up of the series is much inferior to that of any of the series
recommended. The order of arrangement of subjects is considered
not equal to that of the best series.
It is believed by the undersigned that there is absolutely no place
for these books between Milne's Elements and Milne's Standard
Arithmetics; that both overlapping in the same grade of work the
uniformity of text-books would be seriously interfered with, San-ford's
being used in some schools and Milne's in others, involving
unavoidable complications.
4. Sutton & KimbrougWs Lower Arithmetic—D. C. Heath & Co.
Sutton & Kimbrough's Higher Arithmetic—D. C. Heath & Co.
This series has no features that especially commend themselves
to us.
26 Biennial Report of the
5. Brooks' Normal Rudiments of Arithmetic—Christopher Sower Co.
Brooks' Normal Standard of Arithmetic—Christopher Sower Co.
We consider the Rudiments much superior to the Standard, but as a
series not up to the best.
6. Cook f treatment, it is similar to Beuhler's Grammar, and of about equal
merit with it. In scope of work it is about equally comprehensive.
For a clear, succinct summary and review of the' first fifty-six
chapters of this book, see Chapter LVII, page 131. The remaining
chapters are devoted chiefly to inflection, difficult questions of con-struction,
and sub-divisions of classification.
In definitions, exercise's, illustrative sentences, etc., the book is
somewhat inferior to Beuhler's Grammar. The exercises are scarcely
so numerous and varied as those in Beuhler's, and are more mechani-
Superintendent of Public Instruction. 33
cal. There are not enough exercises for original constructive work.
The illustrative sentences, as an examination of any page will show,
are simple and illustrative, but lacking in life, variety and literary
beauty. In these respects the book is inferior to Beuhler's Grammar.
Hyde's Two-Book Course in English—D. C. Heath & Co.
This book is our third choice, and we place it in Class II. In scope
it is sufficiently comprehensive. In selection of material the author
is sensible and judicious, selecting essentials and discriminatingly
dividing space according to the relative importance of the respective
subjects. The arrangement is natural, logical, excellent. The
sequence, unity and continuity are above the average. Special atten-tion
is called to the divisions and the statement of the subject or cen-tral
idea of each.
In method of treatment, the book is similar to the books of the
preceding class. The exercises and illustrative sentences are numer-ous
and interesting, but not so good as those of the books of the pre-ceding
class. The definitions are scarcely so clear, accurate and con-cise
as those in these books. The timely and helpful reviews are a
commendable feature of this book. This is a good book, but not so
good as Beuhler's or "The M,other Tongue."
CLASS III.
Metcalfs English Grammar—American Book Company.
We place in Class III as our fourth choice, Metcalfs English Gram-mar.
This is a practical, sensible, teachable book, very well adapted
to our schools. In method of treatment it is a tolerably successful
combination of the inductive and the deductive. It begins with the
sentence, but passes to the smaller elements thereof before the larger
elements, of which there are but parts have been mastered. This is a
distinct weakness, we think, and somewhat illogical and unpedagog-ical.
The natural process is from whole to parts, from simple to
complex.
The exercises and illustrative sentences are well chosen and well
arranged, but are not so numerous, stimulative and interesting as
those in the books of the preceding classes. The book is strong in
analysis, but somewhat weak in constructive exercises. In unity,
continuity and fusion of parts the book is good.
PRINTING, MATERIAL AND MECHANICAL QUALITIES.
In these respects all the books in the first three classes are satis-factory.
o4z Biennial Report of the
OTHER BOOKS.
After careful examination, we report that we can not recommend
the books in the class below. Without entering into details, we re-port
them in one class as unsuited to our work, enumerating them
about in the order of their merit. It would be a mistake to adopt
any of them.
1. Essentials of Language and Grammar, Bartlett—Silver, Burdett
& Co.
2. Whitney and Lockwood's Grammar—Ginn & Co.
3. Graded Lessons in English, Reed and Kellogg—Maynard, Merrill
& Co.
4. Higher Lessons in English, Reed and Kellogg—Maynard, Merrill
& Co.
5. Lessons in Language and Grammar, Book II, Tarbell-—Ginn & Co.
6. Elements of English Grammar, Brown and DeGarmd—Werner
Book Co.
7. A. School Grammar, Allen—D. C. Heath & Co.
8. Lessons in Grammar, Patrick—Lippincott & Co.
9. Studies in English Grammar, Welsh—Silver, Burdett & Co.
10. Harvey's Grammar—American Book Company.
11. York s Grammar, Rev. L. Branson.
J. Y. Joyneb. C. C. Weight.
J. D. Hodges. R. L. Flowers.
C. G. Vardell. W. L. Carmichael.
Jas. A. Butler. J. L. Kesler.
John C. Scarborough. J. I. Foust.
LANGUAGE LESSONS.
We report on this subject as follows:
FIRST CHOICE.
The Mother Tongue, Book I. Kittiredge d- Arnold—Ginn & Co.
SECOND CHOICE.
Hyde's Tico-Book Course in English, Book I—D. C. Heath & Co.
THIRD CHOICE.
Tarbell's Lessons in Language and Grammar, Book I—Ginn & Co.
FOURTH CHOICE.
Metcalf's Elementary English—American Book Company.
For supplementary work in language, DeGarmo's Language Les-sons—
Werner School Book Company.
Superintendent of Public Instruction. 35
In printing, binding and mechanical qualities, all of these books
are good. Below we submit a detailed report of their merits:
1. THE MOTHER TONGUE, BOOK I.
Scope and Aims.—The aims of this book are clearly, concisely and
truthfully stated in the following extract from the preface: "Book
I, of The Mother Tongue, is designed to guide children to an intelli-gent
appreciation and enjoyment of good English, to help them to
speak and write correctly, and to introduce them to the study of
grammar." This we conceive to be a correct statement of the three
chief aims of a gaod first book in language and grammar. The scope
of the book is determined by its aims, and the book conforms ad-mirably
to these in subject-matter and method.
Method of Treatment—To cultivate the child's taste, foster a love
for literature, enlarge his vocabulary, stimulate his emotional and
imaginative life, many excellent and varied selections from the best
prose and poetry are provided. To help the child to learn to speak
and write correctly, the correct method of observation, imitation and
practice is followed. It is sensibly sought to lead the child to the
formation of correct habits of speaking and writing as he is led to
the formation of other habits.
In Part II of this book, more attention is given td working out the
simple essential facts and principles of grammar as an introduction
to this science. The method is mainly inductive, leading the child
to observe and conclude for himself. The sentence is made the unit
of this work, and the known and observed facts of language the
basis of definitions, rules, etc.
Selections, Exercises, etc.—The literary selections for study, mem-ory
and reproduction are tastefully chosen, well arranged and
graded, and are accompanied with excellent questions and directions
for the stimulation and guidance of teacher and student in the work.
These selections are admirably adapted in thought and sentiment to
the child and are within the sphere of his life, experience and ob-servation.
They are evidently chosen by one that has a knowledge
of child-life, and a sympathy with it. Attention is called also to the
abundance, variety, practicability and progressive arrangement of
the exercises for observation and practice in the use and forms of
words, in sentence-structure and in larger forms of composition,
narrative, description, etc. The pictures are reproductions of master-pieces
and are well adapted to picture stories. The exercises for
various kinds of simple composition are numerous and excellent.
Unity, Coherence, Continuity, Logical Development, Definiteness.—
In these the book is excellent. Finally, this is a live, practical,
usable book, well adapted in all respects to successful use in our
schools.
36 Biennial Keport of the
In subject-matter, method of treatment, etc., the books mentioned
as our second, third and fourth choice are similar to The Mother
Tongue, Book I. In merit they are inferior to it, ranking in the
order named above. We have made a careful comparative study of
these books, and rank them in the order named above. We deem it
unnecessary to set forth in detail the merits ;of each of these books.
Hyde's Two-Book Course in English, Book I, is a good book, but is
inferior to our first choice in literary selections, especially in poeti-cal
selections, in composition exercises and in general selection and
arrangement of material.
Metcalf's Elementary English lacks life at times. Some of the
selections for memory and literary study are dry and almost goody-goody,
and some of them are very local and smack too much of the
city and of New England. The questions accompanying some of the
composition exercises are too numerous and mechanical.
DEGAEMO'S LANGUAGE LESSONS, COMPLETE.
In many respects this is one of the best books on this subject that
we have ever examined. In unity, logical development, orderly ar-rangement,
and correlation of work, it perhaps surpasses any other
book submitted to us, but, on account of the nature of the selections
and composition exercises, we fear that it could not be used with the
greatest success, except in schools supplied with the few children's
classics, upon which their exercises are based, and by teachers who
are masters of these classics. This might render the book unsuited
to most of our schools, but we heartily recommend it for supple-mentary
work.
OTHER BOOKS.
We can not recommend any of the other books on this subject sub-mitted
for our examination, and we do not think that they ought to
be considered. We have, therefore, placed them in one general class
and enumerated them below about in the order of their merit:
1. First Steps in English, Bartlett—Silver, Budett & Co.
2. Wheeler's Graded Studies in English—W. H. Wheeler & Co.
3. Elements of Language and Grammar—Welsh, Greenwood I.
4. Haven's Language Series, Book I.
5. Reed's Introductory Language Lessons—Maynard, Merrill & Co.
6. Lessons in Language, Patrick—Lippincott & Co.
7. Language Primer, Swinton—A. B. Co.
J. Y. Joyneh. J. L. Kesler.
R. L. Flowers. C. C. Wright.
Jas. A. Butler. John C. Scarborough.
J. I. Foust. W. L. Carmichael.
C. G. vardell. J. D. Hodges.
Superintendent oe Public Instruction. 37
NORTH CAROLINA HISTORY.
As to this subject, we find no satisfactory book. Mrs. Spencer's
First Steps in North Carolina History, and Moore's History of North
Carolina are dull, dry and uninteresting. They have no illustrations,
and have not been revised for a number of years. If Moore's His-tory
should be adopted we recommend that it be set up in new type.
The print is much blurred.
As to the manuscripts submitted, viz: Creecy's Tales of a Grand-father,
Allen's History Stories of North Carolina, and Capt. S. A.
Ashe's History of North Carolina, the manuscripts of the first two
mentioned were incomplete, and we deemed it wiser to make no
recommendation as to any incomplete manuscripts, contenting our-selves
with stating that the portions of the manuscripts submitted
to us gave promise of making interesting volumes of stories when
complete.
The following motion was passed in regard to Captain Ashe's
manuscript:
"Moved that the sub-commission report to the Text-Book Commis-sion
that the two books on North Carolina History are not entirely
satisfactory; that the manuscript submitted by Captain Ashe is not
in good shape for examination, and that, therefore, the sub-commis-sion
recommend that the adoption of a text-book on this subject be
delayed until Captain Ashe shall have his manuscript typewritten."
An interesting, attractive and teachable history of North Carolina
is one of the greatest needs of our schools; it is in the hope of secur-ing
the writing of such a history that we recommend to your Com-mission
the course indicated in the motion above.
Respectfully submitted,
C. G. Vardell. R. L. Flowers.
J. L. Kesler. John C. Scarborough.
W. L. Carmichael. J. I. Foust.
J. Y. Joyner. J. D. Hodges.
C. C. Wright. Jas. A. Butler.
HISTORY OF THE UNITED STATES.
Primary Historyj—After careful consideration we are or the opin-ion
that no Primary History submitted to the sub-commission is
worthy of adoption for use in our schools.
It is very important that the first book on the subject of history
placed in the hands of the children be thoroughly interesting from
the child's standpoint. We have several books which we can com-med
for the fair and impartial manner in which the history of the
38 Biennial Report of the
country is presented; but we do not believe that the facts are pre-sented
in such a manner as to awaken and maintain the interest of
the child.
Taking Hansen's School History of the United States as a fair
representative of the Primary Histories submitted, we discover the
following objections to its adoption:
1. Style.—We find the book composed of a large collection of facts
told in a heavy, uninteresting style. The facts of history for younger
pupils should be woven into a connected story that would enlist the
sympathies of children. This has not been done in this book.
2. The book is entirely too mechanical. As an instance of this,
attention is called to page 36, where a Review Outline is given.
Notice the first and second columns.
3. Questions.—Attention is called to pages 68, 94, and many others
where the character of the questions asked is shown. It will be
found that these questions simply require the children to turn back
and seek the answers. Nothing is gained in the development of the
minds of the children by this work. Facts and dates, unless they re-veal
the real life of a people, do not Constitute history. It is our
opinion that a child could study the book from lid to lid and have no
true conception of the life and times treated of in the history.
4. The author deals with abstract political questions which can
not be understood by children just commencing the study of this
subject. See pages 180, 182, 183.
The whole question of Slavery and State's Rights is beyond the
comprehension of young children, and should be left out of a Pri-mary
History. For small children a history should be concrete and
hence biographical. By actual count it will be seen that about half
of the book is devoted to dry facts about wars, giving the names of
generals, dates of battles, number killed, etc. Special attention is
called to the fact stated above. From the standpoint of the child, in
our opinion, Hansen's Primary History is the most unreadable of any
submitted.
The criticisms of Hansen's Primary stated above will apply, for the
most part, to every Primary History submitted. Some of the others
are somewhat sectional.
In our opinion, those books are not worthy of a place in our
schools. Knowing that there are better Primary Histories, we are
unwilling to recommend an inferior bolok.
HIGHER HISTORY.
We recommend as our choice among the Higher Histories submit-ted,
Our Country, published by Ginn & Co., for the following reasons:
1. It is fair and just in dealing with all sectional and political
questions.
Superintendent of Public Instruction. 39
2. The plan of the took is admirable, taking typical features as
illustrative of the life and growth of the country, and not burdening
the memory with dry and unimportant details. See table of contents
and compare this with the table of contents in Hansen's Higher
History.
3. The style of Our Country is vigorous, fresh and inspiring as
compared with the exceedingly dry and statistical style of Hansell.
Compare the treatment of Christopher Columbus, on page 16 of Our
Country, with page 11 of Hansell; Our Country, page 53, with Han-sen,
page 77 Our Country, Battle of Gettysburg, page 382, with Han-sell,
page 395, or any other subject. This comparison of Our Coun-try
with Hansell in regard to style fairly represents its superiority
in this respect over all other books submitted on this subject.
4. Our Country treats the whole life of the people in all of its
aspects, instead of one particular phase of that life. Continuing the
comparison, Our Country weaves into an interesting and signifi-cant
narrative the leading facts of history, while Hansell simply
states the facts, and many non-essential facts, overloaded with un-necessary
and insignificant dates. The Hansell devotes a greater
proportion of its space to wars and purely political phases of the
subjects, while Our Country treats more fully the social, educa-tional,
industrial, religious phases. In Hansell the subject of Ameri-can
Literature or American writers is not mentioned, while in Our
Country an appendix is devoted to this subject. In Our Country
is also an appendix on North Carolina History.
The objections urged against Hansell largely hold good for the
other higher histories. Some of the others are more interestingly
written than Hansell, but these have sectional references, which de-bar
them from favorable consideration. We have compared Our
Country with Hansell because these are the only histories under
consideration for first choice. We recommend Our Country as our
first choice. It is the best, in our opinion, of those submitted. We
are willing to have a better book, but not one inferior to the one
recommended.
The following is the list of the histories examined by us, and for
reasons stated above are considered undesirable:
HanselVs School History of the V. S.—University Pub. Go.
Hansel's Higher History of the U. S.—University Pub. Co.
A History of the U. 8., by Poivell—The MacMillan Co.
Lee's New Primary History of the U. S.-—B. F. Johnson & Co.
Lee's New School History of the U. S.—B. F. Johnson & Co.
Elementary History of the U. S., by Morris—Lippincott Co.
Primary History of the U. S., by Morris—Lippincott Co.
History of the U. S., by Morris—Lippincott Co.
History of the American Pdople, Shin—American Book Co.
40 Biennial Report of the
A Grammar School History of the U. S., Field—American Book Co.
School History of the U. S., J. Wm. Jones—University Pub. Co.
We recommend as supplementary reading on history the following
books:
Life of Lee, by Mrs. Williamson—B. F. Johnson & Co.
Life of Jackson, by Mrs. Williamson—B. F. Johnson & Co.
History of the Negt^o Race, by Johnson, for Colored Schools—
Edwards & Broughton.
C. G. Vardell. J. Y. Joynee.
R. L. Flowers. J. D. Hodges.
J. L. Kesler. J. I. Foust.
Jas. A. Butler.
MINORITY REPORT ON HISTORY.
We, the undersigned, members of the Text-Book Sub-commission
for the State of North Carolina, in the discharge of the duties placed
on us by the act of the General Assembly of 1901, creating the sub-commission,
make the following report for ourselves as our choice
for books on the History of the United States to be used in the pub-lic
schools of the State:
A considerable number of Histories of the United States for use in
schools was submitted for our inspection and consideration. We
have given a careful consideration to, and have gone over each book
and series of books. As a result of our examination of these his-tories,
we make this report of our choice to the Text-Book Commis-sion:
We recommend A School History of the United states, by Henry
E. Chambers (for primary classes, and A Higher History of the
United States, by Henry E. Chambers (for intermediate, grammar
and high school classes). These books are commonly known as
"Hansen's Histories of the United States," and are published by the
University Publishing Company.
Some of the reasons for our recommendation are as follows:
History is looked at from two standpoints—that of the story-teller,
making prominent the romance of history, and regarding it as
a story of the past; and that of the political economist, who ignores
the romances, but delights in the laws of cause and effect. The first
is for smaller pupils; the second for those of more mature years.
The School History is for the smaller pupils. The introduction is
well written in a pleasing style for the children old enough and ad-vanced
enough to take up the study of Primary History.
The chapters are well arranged and progressive, and the whole
book commends itself to our judgment as well clone, ana shows itself
Superintendent of Public Instructiox. 41
to be the work of a practical teacher, understanding not only the
subject he is presenting, but also the pupils to whom he is presenting
it. It is written from the view point of the* story-teller, fitting the
story to the capacity of his hearers with a view of adapting the style
of the story to securing the attention of the listeners and putting
them in sympathy with the story. The facts are so woven together
in a connected whole, making up the story and its parts, that the
pupils readily comprehend them in their relation to the whole story
of which they form the parts.
The chapters are not too long and are so arranged as to cover a
proper division in the treatment of a subject. The sentences are
short and clear, and the words are aptly chosen and express the
author's meaning clearly and accurately.
The blackboard forms (see page 16) and others through the
smaller book, are, we think, excellent for the purposes intended, and
these purposes are important for the progress of the child in this
study. The questions on geography, a study so necessary to the
proper understanding of history, constitute an important and excel-lent
feature of this little book.
The clear way in which questions are presented greatly commends
the book to our favorable consideration. Turn to page 99, Chap. 28,
"Why the Colonists Resisted;" also, page 178, "Slavery;" also, in
reference to the troubles which arose in 1860, pages 180, 181, 182-184;
also, paragraph 8, page 185, in reference to seizure of forts by the
Southern States. We think these are fair and impartial statements
of the truths of history. See also, as evidence of the clearness of
statement of difficult questions for the comprehension of children,
and of the fairness of the author to historical truth, on page 211,
paragraphs 6, 7, 8.
The Higher History, a complement of the School History, is writ-ten
from the second viewpoint of the writer of history. The politi-cal
economist who delights in the laws of cause ana effect. This
book has come to its present shape and excellence after years of
use in the school-rooms of our Southland, by competent and ex-perienced
teachers, Southern men and women, patriots all, who
recognized that our common country is now indeed and in truth all
of it, our country from North to South and from Bast to West. They
recognize also the necessity for frankness and honesty in dealing
with history, with children and larger and more advanced pupils. It
(the larger book) has been reviewed as the years have passed and as
the experiences of first-class teachers have shown revision in style
and matter to be necessary. The evolution of years has brought out
of the first edition of this and the smaller book a history of our
country for school, unsurpassed by any, and equaled by few histories.
The two books are so arranged and condensed that a course of
42 Bienxial Report of the
United States History, amply full for our public schools and for the
graded schools of our towns and cities, is put into two small volumns
requiring for its completion as much time as is suited to the schools.
A three-book series is too much for the schools for which we act, and
a one-bo,ok course is unsuited to these schools, because the one-book
is necessarily too high for a very large number of the pupils of the
schools who ougnt to study the history of our country, while in the
public schools, during the short time they attend the schools. The
larger number of these pupils will never attend any but the public
schools, hence we favor a two-book series. The author of Hansen's
Histories of the United States, himself a prominent teacher in a
prominent city of the South, declares, in his preface to the Higher
History, that "he has endeavored to be absolutely just." From the
careful study we have given these books, we believe that the author
has succeeded in his high endeavor, and that "he has set forth the
whole truth with balanced judgment, accurate statement and tem-perate
expression." In all matters of controversy between the two
great sections of our country growing out of the "War Between the
States," as well as in all matters leading to that great struggle, he
has eminently succeeded in his purpose to be fair and just; to write
the whole truth with balanced judgment, accurate statement and
temperate expression.
The printing, binding, paper and mechanical qualities are good.
Respectfully submitted,
John C. Scarborough.
W. L. Carmichael.
C. C. Wright.
REPORT ON PHYSIOLOGIES.
No series of text-books submitted on this subject can be recom-mended
without qualification. Not to speak of the method of pre-sentation,
the inaccuracies and misleading statements alone would
debar most of them from favorable consideration. In many cases
the extreme statements in regard to alcohol and tobacco are so ex-cessive
as to nullify, for the most part, their good effect.
We have not considered it necessary to point out errors, except in
the best books.
The following are the books submitted:
Baldwin's Essential Lessons in Human Physiology—Werner Text-
Book Company.
Baldwin's Advanced Lessons in Human Physiology—Werner Text-
Book Company.
Superintendent of Public Instruction. 43
We recommend these as our first choice. They are clearly better,
in our opinion, than any others submitted, for the following reasons:
1. The style is more vigorous and fresh than any except Overton.
2. They are more generally accurate and have fewer objectionable
and intemperate statements than any others that equally conserve
the interest of the student.
3. They are more practical in regard to personal and public
hygiene than any others submitted. The anatomy is made sub-servient
to hygiene, and the physiology is made the basis of health.
In the Essential Lessons the knowledge that serves a good end and
the facts that we can make use of are closely interwoven into the
fiber of the book, with Chapter V, on Exercise, and the last three
Chapters on "Care of the Sick-Room," "What to do in Emergencies,"
and "Cause and Prevention of Disease." In the Advanced Lessons
your attention is called to Part II. "The Care of the Body" and the
"Preservation of Health," in which are treated in a most excellent
way such subjects as "Diet," "Cleanliness," "Clothing," "Exercises,"
"Ventilation." "General Sanitation," "Contagious Diseases," "Disin-fection,"
"Injuries," "Poisons," etc.
4. These books contain valuable condensed reviews, being superior
in this respect to any except Overton. See Essential Lessons, pages
16, 67, 84, 124. Having led up to the facts in an interesting way,
they are restated with the utmost brevity.
5. The questions at the end of the Essential Lessons for reviews
and examinations, and the practical questions and questions for re-view
interspersed throughout the Advanced Lessons are saner, more
useful, and more suggestive than those of any other books submitted
on this subject.
6. Technical terms are avoided except when clearly necessary.
7. In the higher book, a very good selection of practical experi-ments
is added near the end of the book.
Statements in these books that are not entirely correct:
In the Essential Lessons, page 173, and in Advanced Lessons, page
358, all contagious diseases are referred to as caused by germs. This
has not yet been proved for all contagious diseases.
On page 360, yeast is referred to under bacteria.
On page 317, malaria is referred to the wrong cause. This is true
also of all the books that refer to the cause of malaria.
Chapter XIX of Advanced Lessons is largely irrelevant, but less
objectionable than most of the discussions of this subject. The same
criticism is made of the Essential Lessons, pages 95-104.
But after giving full weight to all of these objections, which have
been faithfully detailed for your examination, these books commend
themselves to our judgment as being superior to any others submit-
44 Biennial Report of the
ted, and well adapted to the public schools, having, in fact, fewer
errors and less irrelevant matter than any others deemed worthy of
your consideration.
The print, the binding, the general attractiveness of the books, the
paper, etc., commend them. They are equal to the best in these
respects.
Steele's Hygienic Physiology, Abridged—American Book Co.
Hutchison's Physiology and Hygiene—Maynard, Merrill & Co.
We recommend these as our second choice, not because they com-mend
themselves to us by any special excellences, but because they
have fewer errors than those submitted which are at all worthy of
your consideration.
Steele's Hygienic Physiology is a fair average in style, and is gen-erally
temperate in statements about alcohol and tobacco. It con-tains
practical suggestions about disease, the sick-room, disinfectants
and emergencies; but these are in fine print, very limited and of
less value than those of the Baldwin's Essential Lessons. The re-views
in Steele's are more mechanical and far less informing than
those of our first choice. Of the two books, it is believed, after a
careful comparison, that the Essential Lessons contains a larger
amount of information of a more practical and useful kind than
Steele's Physiology, and yet treated in such a manner as to be more
easily learned. Steele has a number of experiments that commend
it. Among these, however, are many that are poorly adapted to our
schools.
While its chief faults are those of omissions, it is not free from
errors, e. g., page 98, glycogen is said to be stored up in the liver and
the muscles. That the muscles store up glycogen is a pure assump-tion
and misleading. The print is not so good as Baldwin's; the
paper and the mechanical work are fairly good.
Hutchison's Physiology and Hygiene is a fair average throughout,
but is far inferior in teachableness and practical value for health
and sanitation than the Baldwin's Advanced Lessons. The print is
good, but too much small type; the book is fairly attractive in ap-pearance;
the paper is good, but not very strongly bound.
Overton's Primary Applied Physiology—American Book Co.
Overton's Intermediate Applied Physiology—American Book Co.
These are superior to any books submitted on this subject in in-terest
and teachableness; are almost equal to any in practical value
for personal and public hygiene and sanitation, and contain excellent
summaries. The objection is that they contain more serious inaccu-racies,
e. g., Intermediate Applied Physiology, pages 24, 52 and 90,
alcohol and sugar are said to be oxidized in the liver. If these be
partially oxidized in the liver, it is certain that they are not wholly
Superintendent of Public Instruction. 45
oxidized there. On pages 69, 75, etc., specious statements occur
about alcohol and taking cold. These, with the exception of errors,
would make a most excellent series for the public schools.
The printing, paper, binding and general mechanical qualities
rank with Baldwin's Series, and except for the errors pointed out
above, this series would rank with Baldwin, and be far superior to
our second choice.
Beginner's Physiology, by Cutter—Lippincott Co.
Intermediate Physiology, by Cutter—Lippincott Co.
Comprehensive Physiology, by Cutter—Lippincott Co.
The Beginner's and Intermediate books are considered unteach-able,
too fragmentary, and are, therefore, not recommended. The
Comprehensive Physiology has many excellent qualities, but is out of
date, e. g., on page 110 it is stated that the germs of typhoid, typhus
and yellow fevers and cholera have not yet been isolated; and, on
page 221, that tetanus, or lockjaw, is due to some irritant or drug.
A Primer of Health, by Stowell—Silver, Burdett & Co.
A Healthy Body, by Stoivell—Silver, Burdett & Co.
The Essentials of Health, by Stowell—Silver, Burdett & Co.
These do not, in our estimation, equal those recommended in teach-ableness,
in style, or in subject-matter. A Healthy Body begins
with 20 pages on alcohol, etc., before it mentions the subject of physi-ology
at all.
Our Wonderful Bodies, First and Second Books, by Hutchison,
Maynard, Merrill & Co., and Johnson's Physical Culture, are not con-sidered
worthy of your attention.
My preference is Steele's, but I sign this report with the sub-com-mission
to be in agreement.—(J. C. ^.)
C. G. Vardell. John C. Scarborough.
J. Y. Joyner. Jas. A. Butler.
J. D. Hodges. C. C. Wright.
R. L. Flowers. W. L. Carmichael.
J. I. Foust.
CIVIL GOVERNMENT.
We recommend Peterman's Elements of Civil Government, pub-lished
by the American Book Company, as our first choice, for the
following reasons:
The book begins at home, starting with the "Family," the first
form of government with which the child comes in contact. As the
pupil's acquaintance with rightful authority increases, the school,
46 Biennial Report of the
the civil district, the township, the country, the State, and the United
States, are taken up successively. The introduction is a valuable
feature of the book, as the suggestions here made to the teachers
would enable them to successfully tea<
1901, I hereby notify you that the books named in enclosed circular
have been adopted by the State Text-Book Commission to be used in
the public schools of North Carolina ior five years, beginning July
1, 1901. These books are to be used as text-books to the exclusion of
all others in all the public free schools in the State.
The law requires that the publishers locate one or more, not ex-ceeding
six, depositories or agencies in every county. You will see
that these agencies are established as conveniently for the people as
possible; one must be at the county seat. It is important, and will
facilitate the convenience of the people, if all the publishers make
arrangements for the same merchant to handle the books on the
public schools list in whatever place a depository is located. The
County Superintendents are directed to inform me of the names of
the dealers that handle books at the county seats.
The law requires that the contract price of every book shall be
stamped on the back, and the book must not be sold to the children
at any greater price than the contract price. Your attention is called
to the latter part of Section 10 of the Text-Book Law.
Acting upon the advice of the Attorney-General, the Text-Book
Commission made no supplementary adoptions. It will be observed
that Drawing is now made one of the regular branches to be taught
in the public schools, and the teachers hereafter will be examined on
that subject as well as on the ,other studies. No books on North
Carolina History, nor on Agriculture, nor on Civil Government have
yet been adopted, but as soon as suitable books are offered on these
subjects, they will be put on the public school list.
The County Boards are advised to have the list of books with the
prices printed on card-board and posted in every public school-house.
Tne law allows one year, from July 1, 1901, for exchanges to be
made in books.
I expect the hearty co-operation of all schaol officers and teachers
in carrying out the Text-Book Law. All failures, either on the part
of publishers or dealers, to carry out the provisions of the law should
be promptly reported.
Yiours truly, T. F. Toon,
Superintendent Public Instruction.
Superintendent of Public Instruction. 53
Office of Supt. of Public Instruction,
Raleigh, August 29, 1901.
To School Officers and all Others Concerned:
Having received numerous inquiries relative to the exchange of
books, and finding that many erroneous opinions prevail about the
law, I submitted the question of exchange of books to the Attorney-
General, and, in reply to my request, he furnished the following
opinion of the law for the information and guidance of school officers
and the patrons of the public schools. General Gilmer says:
"section 10 of said act provides: 'That the contractor or con-tractors
shall take up school books now in use in this State and re-ceive
the same in exchange of new books, allowing a price for such
old books not less than fifty per cent of the contract price of the
new books.'
"Paragraph 5 of the contract entered into between the State of
North Carolina and the book contractors is as follows: That the
said party of the second part further covenants and agrees to supply
each and all of the books or publications embraced in this contract at
the exchange price or prices herein named, in those cases where there
is offered in part payment an old book which was in use in the State
of North Carolina on the 8th day of February, 1901, or which was in
use on July 1, 1901, or which was in use between said dates, and
which is of like grade and upon the same subjects as the one for
which it is taken in part payment, provided the time in which old
books heretofore in use in the State of North Carolina can be ex-changed
for new books, be limited to July 1st, A. D. 1902. That the
Text-Book Law, which is made a part of the contract, declares that
the exchangeable books shall be 'books now in use in this State,' the
date February 8, 1901, mentioned in the contract, being the date of
the ratification of the act. In your letter you say, 'If only the pupils
of schools taught since February 1, 1901, are allowed to exchange,
then the exchange of books would benefit but a small part of the
public school patrons,' alluding to the date mentioned in this letter
of Mr. Brewer. According to my construction of the law and the
contract made with the contractors, the clause 'school books now in
use in this State' determines what books can be exchanged, and these
words, as used in the act, mean those books taught in previous ses-sions
of the school and such Hooks as would be used by patrons in
the schools of this State if the General Assembly had not enacted the
present law providing for the adoption of new books.
"I do not think the certificate, a copy of which you enclose, and
prepared by the contractor, to be signed by the teacher of the public
• school, and undertaking to define the conditions upon which an ex-change
of books can be effected by a public school patron, is author-
54 Biennial Report of the
lzed under the Text-Book Law. The statute does not confer upon the
contractors authority to issue instructions to the managers of school
book depositories, designed as their own interpretation of the condi-tions
under which an exchange of school books can be effected, these
questions being, in my opinion, within the jurisdiction of the State
Text-Book Commission, to be determined in accordance with the law
and the contract entered into with the publishers. Section 14 of the
Text-Book Law declares : 'That the said Commission may, from time
to time, make any necessary regulations not contrary to the pro-visions
of this act to secure the prompt distribution of the books
herein provided for, and the prompt and faithful performance of all
contracts,' and for this purpose it is expressly provided in the said
act that the Text-Book Commission shall maintain its organization
during the five years, which is the period fixed for the expiration of
all contracts entered into between the State and the book publishers.
"In my opinion the execution of the law with reference to the ex-change
of school books should not be attended by any difficulty. The
law clearly contemplates that any book of a certain grade and on a
certain subject which has been used in the public schools, and which
is in a condition to be used, and would have been used but for the
passage of the Text-Book Law, can be exchanged for a book of a simi-lar
grade and on a similar subject at the exchange price provided for
in the contract absolutely without any conditions imposed by the
contractors."
Very respectfully, Robert D. Gilmer,
Attorney-General.
From the above opinion of the Attorney-General, I decide that all
usable books that have been adopted in the counties heretofore are
exchangeable.
Yours truly,
' T. P. Toon,
Superintendent Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, September 19, 1901.
To County Superintendents
:
So many complaints are being made that depositories have not yet
been established conveniently for the people to get books, it isJ there-fore,
deemed proper that you call attention to the Text-Bdok Law on
this matter, and inform the patrons of public schools that whenever
publishers do not supply books by convenient depositories, they can
order them directly from the publishers and get the books delivered
to them at the same price they could from a depository. The law
Superintendent of Public Instruction. 55
says: "Parties living in the country where no agency has been
established, or no arrangements made for distribution, may order the
same from one of the contractors (publishers), and it shall be the
duty of the contractor, or contractors, to deliver any book, or books,
so ordered, to the person ordering, to his post-office address, freight,
express, postage, or other charges prepaid, at the retail contract
price: Provided, the price of the book, or books, so ordered shall be
paid in advance. All books shall be sold to the consumer at the re-tail
contract price."
T. F. Toon,
Superintendent Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, October 9, 1901.
To County Superintendents
:
I. Books adopted by the State on the following branches, Reading
(except First Book), Geography, Grammar, Language Lessons, Arith-metic,
History, Physiology and Pedagogy, can be purchased in cloth,
as well as boards. Owing to the small difference in price, and greater
durability, it is economy to purchase the cloth-bound books.
Publishers will be required to keep books both in cloth and board
binding on hand in depositories, that purchasers may not be forced
to take boards when cloth is desired.
II. A report of all schools in your county which celebrate North
Carolina Day is requested.
III. If your county has not already established six Rural School
Libraries, North Carolina Day furnishes an opportune occasion to
secure your proportion of the State appropriation to Rural School
Libraries, and enable us to ask for increased amount from the next
Legislature. At this time you will have an audience of the best peo-ple
of the1 oommunity, who will not permit your county to lag in in-terest
in these agencies for better schools and general improvement.
T. F. Toon,
Superintendent Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, March 21, 1902.
To County Superintendents
:
I enclose a printed list of books adopted for use in the public
schools by the State Text-Book Commission and of prices and ex-
56 Biennial Report oe the
change prices of these books. I desire to call attention to the fact
that the use of these books in the public schools will be compulsory,
under the law, after July 1, 1902, and that, if old books now in use
are not exchanged before that time, the exchange prices, according to
the contract entered into with the publishers by the State Text-Book
Commission, can not be taken advantage of by patrons of the public
schools. I wish to urge you, therefore, to send written official notice
to all the teachers in your county urging them to notify all children
and patrons of their schools, and to give notice to all the people of
your county through your county paper urging them to take ad-vantage
of these exchange prices before July 1, 1902. If the patrons
of the public schools fail to avail themselves of these low exchange
prices before the beginning of the next school year, they will find
themselves under the hard necessity of being compelled to buy new
books at the full price, and their old books will be left as useless
property on their hands. This would mean, of course, a great loss to
the people of the State and a decided gain to the publishers. Any
book that has been used or could have been used by any child in the
public schools of North Carolina before July 1, 1902, may be ex-changed
for a new book of like grade upon the same subject at the
price quoted.
I send you under separate cover 300 copies of this letter. Send a
copy to every teacher and school committeeman.
Very truly yours, J. Y. Joyner,
Superintendent of Public Instruction.
MISCELLANEOUS RULINGS AND LETTERS.
Office of Supt. of Public Instruction,
Raleigh, June 18. 1901.
To County Boards of Education:
Having been informed that agents are canvassing the various
counties of the State selling worthless school supplies and furniture,
I suggest to the County Boards of Education to instruct the County
Superintendent to endorse no claim for such goods unless the sale is
authorized by your board, in writing, to committeemen, samples of
the goods offered having been examined and approved by your board
in regular session. T. F. Toon,
Superintendent Public Instruction.
Superintendent of Public Instruction. 57
Office of Supt. of Public Instruction,
Raleigh, May 15, 1901.
To County Superintendent
:
I send you "A Call for Volunteer Teachers." Please urge this mat-ter
and secure as many volunteer teachers as you can for work in
your county, or for other counties, as possible. Please report their
names, post-offices, and whether they will teach in your own or prefer
to be assigned to other sections.
We have a great work before us, and the great needs of our chil-dren
make urgent demands upon all of our people. When an enemy
threatens our country, brave men readily offer their services, not
thinking of the small pay soldiers receive, but our country has never
falied to show due appreciation of the sacrifices of patriotic men,
after the battle is over and the victory gained.
Ignorance is a great menace to our material and civil prosperity,
and I verily believe that the noble women and men tnat help in this
hour of need will be liberally rewarded in some way in the future.
The plan, it seems to me, is to place these teachers in the rural dis-tricts
where schools are most needed. Surely the people will be glad
to furnish these volunteer teachers board, if the teachers are giving
them their time and services for nothing.
Please let me hear from you promptly what you can do, or may
have done, in this matter.
Yours truly, T. P. Toon,
Superintendent of Public Instruction.
Office of Supt. of Public Instruction,
Raleigh, June 21, 1901.
To County Boards of Education :
The new school law requires that on the 2d Monday of July your
board shall elect a County Superintendent of Schools. It would
seem needless for me to call your attention to the importance of this
election; but the success of the public schools rests largely upon
your action The Superintendent should be the leading factor in the
administration of the law. From him you will get most of the in-formation
about how the schools are being conducted in your county.
It, therefore, becomes of the highest importance that you secure for
this office the services of one of your best teachers. The work under
the new law will require the entire time of the Superintendent while
the schools are in session. We need in every county in the State a
teacher for Superintendent who has the confidence of the teachers in
his county—a man that is a leader in educational thought and work
58 Biennial Report of the
—
a man that is competent to teach teachers how to teach, a man that
will inspire and arouse the people t